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PRESIDIO of MONTEREY, CALIFORNIA 


PyCCKHM 


RTvirAPCKH 




CPIICKO-XPBATCKH 


POLSKI 


ORAL DRILL TEXT 


tin 

1*1 

(1(1 


based on 


SHQIP 

CESKY 


NAGANUMA PRIMER 


MAGYAR 

EAAHNIKA 




\\ * 


a a 




TURKCE 

AUGUST 1951 

ESPANOL 




PORTUGUES 


FRAN^AIS 




cT" 'j 0* 






ROMANA 


SVENSKA 




DANSK 

JAPANESE 

NORSK 



ITALIANO 

LANGUAGE DEPARTMENT 

DEUTSCH 


L 


□ 









































































































ORAL DRILL TEXT 

based on 

NAGANUMA PRIMER 


AUGUST 1951 


Japanese Language Department 
U, S Army Language School , 

C Presidio of)Moilterey, California) 



fREFACE 


The material presented herewith is for use as an aid in instruction 
in the primary Basic Sentence and Oral-Aural Drill courses in the Japa¬ 
nese language,. It is organized in the following way® Each new speech 
pattern in the NAGAMJMA PRIMER is reproduced as a heading in the ORAL 
DRILL text? under it are grouped further examples of the same pattern, 
showing you how the pattern may be extended to other vocabulary; next 
there is a general statement, which is an obvious deduction drawn from 
the examples; then there is a model conversation, which shows you how the 
pattern actually occurs in a real context; and finally there is an oral 
exercise, which you are to do individually. 

You have three specific aims in studying the material grouped under 
each patterns to memorize the pattern and the examples so that you can 
speak them fluently as appropriate responses in conversation or immedi¬ 
ately after looking at the corresponding sketches in SKETCHES FOR ORAL 
DRILL TEXTj to understand the general statement and be able to apply it 
in terms of the fitting items of the vocabulary you have already acquir¬ 
ed; and to be able to perform the oral exercise easily. It is re commend¬ 
ed that you follow the procedure described immediately below. 

First, be sure you can speak the speech pattern from memory, repro¬ 
ducing all the feature of your instructor's pronunciation# including the 
stresses and intonation which give it vitality. Then analyze the first 
example so that you not only understand it, but also can account for all 
parts of its construction;then look at the sketch corresponding to that 
example and try to speak the sentence. Check the accuracy of your ef¬ 
fort. Continue trying to speak the example while looking only at the 
sketch until you succeed once in speaking the sentence unhesitatingly. 
Follow this procedure with each of the examples. Next read the general 
statement, analyzing its application to the pattern sentence and the ex¬ 
amples. Then practice again speaking the examples while looking at the 
sketches until you succeed at least once in reproducing each sentence 
easily without referring to its written form. Next analyze the model 
conversation for full understanding, then read it until you can "speak" 
it with full meaning while reading it and at the time be fully aware of 
its meaning. 

Hie Oral Drill numbers in this text correspond to the respective 
lesson numbers in the NAGANUMA PRIMER. 



Japanese Lang Dept 




































ORAL DRILL NO. 1 


PATTERN 1 


a. -J. b d 4% ti_j[ i\ 

,f What is this?" 

B. t A 1 

. "That is a book.” 


Examples 

a) 

w b 

ji 

•& < i. 

(2) 

i b 

ii 

v. -r < t 

(3) 

b b 

li 

tin u ti f. 

(U) 

b K 

ii 

<'1 A 

(5) 

b b 

Ji 

’ahti-o ti 1. 

General 

Statement * 

is used to single- 


or clause about "which a further statement is made. It may be 
best translated "as for." K^ is a copula, linking verb, or 
specifying verb and is the contracted form of 

^ indicates that the noun or pronoun preceding it is the 
subjective complement or predicate nominative or adjective. 

In other words, the subjective complement precedes the copula. 


c. Model Conversation: 


A. 

V 

b 

ii 

itf 

ti 1 A 

B. 

\ 

* 

b 

ii 


ti 

✓ 

A. 

t 

b 

ii 

If 

ri i>K 

B. 

V 

b 

n 

V i 

<_±> 


- 1 - 





















'a. lb h id If LI 
v. f> h- ii If i f i ° 

d. Oral Exercise : Ask your friend to identify or specify what you 

have, he has, or some one else has, using as many nouns as you 

know. 


PA ™. - 2 . i A id A c* hAlJLAz, 

(or— -f id -bill A/. ) 

’’This is not a book.” 


a. 


b. 


Examples: 




a) c. 

K 

id 

V i % 9 ±JL As. 

(2) *L 

A 

id 

1i o % b y i z As. 

(3) b 

A 

id 

if 'n b C* b ») t -e A/. 


General Statement : The negative form of ^"^or X 

0 ^ b ») i € is or < hit € As- 


c. Model Conversation: 


'a. 

> 

id 

id 


< i L - 

B. 

\ 

V^ 

i X-, 


h 

4 

¥ 

*r<> 

x± 

V 

V6 

r A. 

> 

id 

id 

If 

C f ^ . 



id 

id 

% 

f i. 

'a* 

* 

id 

id 

Vi 

i Li A. 


Vi 


*7 

A 

id Vi M 4 * A/. 

A. 

f 

h 

ii 

If 

Li i>\ 

B. 

> 

id 

id 

-o'<A. Li. 


d. Oral Exercise : Ask your friend affirmative questions in such a 

way that he must deny you by using PATTERN 2. 


- 2 - 






















c K « ii, i <1. 

"This is a red book." 


Examples 

(i) 

I: 

V— 

ks 

id i 

& V 

a 

<1. 

(2) 

* 

My 

li . 

y 

< 


(3) 

b 

ML 

Id 

\ v 

V' •f 

' < i 


b. General Statement : Adjectives with \^\ ending are known as 

true adjectives. The adjective is placed before the noun quali¬ 
fied. 

c. Model Conversation: 


'A. 

* Ml )i 

ts 

V 

jk 

B. 

\\ \ X-, 

& 

V' 

A f i - * 

'A. 

b K d 

i 

_v 


k B. 

V' ' A,. 

4 

V' 

t tf. 


d. Oral Exercise : Use as many true adjectives as you know to quali¬ 

fy nouns in your equation sentences. 

fc ,0 Jfl Id h t'A 

*That box is blue.* 

More Lit.: "That box is a blue one.* 


Examples: 



(i) i <n 

Ik Id & V 

a, <-r. 

(2) * f) 

v i ii t 

v Ay f'i. 

(3) £> X) 

id 

V' A-y *£ 

General Statement: L y ^ placed after the true adjective 

is the reduced 

form of ^. 

The postposition is used 


- 3 - 
































as a pronoun which corresponds to the English, "one." However, 
for all practical purposes, should be regarded as the 

polite ending of the predicate adjective. 


c. Model Conversation ? 

'a. >hf) IS id A v h < i 

-b. u v>, * n < fa 

'a. fa m A id A v' /v <" f /'► 

• v > * A. TS3 v' A/ t 

d. Oral Exercise s Change the following sentences into PATTERN h: 


(1) 


fa 

id 

A V' 

ft 

(2) 

l 

fa 

id 

V' 

ft 

(3) 

fa 

fa 

id 

A 

% V' 

ft 


ORAL DRILL NO. 2 


PATTERM 1 fa fa id <f> A ft. 

. ’’That is a green book.” 

a. Examples ; 


CD 

i fa 

id 


n IS ft 

(2) 

* fa 

Id 

U & <n 

A ft. 

(3) 

v' -d 

<n 

A id 

h t v ft 

00 

fa <n 

& 

id fa v 

A/ < f 


b. General Statement s To form a quasi-adjective, f) is generally- 
added to concrete noun and ft to abstract nouns. <p) is the 
possessive postposition and often denotes possessive case. The 
quasi-adjectoves are used in front of nouns to be modified. 


-k - 






















c • Model Conversation: 


"a. 

h fti 

id 

5 <r> vd 

f'f ft 

.B. 

Vi \ X. 


i ^ ^ 

ft ft. 

/ 

A. 

i hs 

id 

dv d' 

ft ft- 

JB. 

V' i ft 


0 V ' 1 ^t> 





?V^V' £ id ^’A/ ft ft A j&vA/f'd 

"Is the yellow thread long or (is it) short?" 


a. Examples : 


a) c K id A ft j ± . 3§_£±J_\ 

(2) £ /) fs d V' A. <s ft . <_&£ . 

(3) b <n ft A li -fr x- As ft ft ft . J±E1 ft d 

(W <o <> < x. 5 v' t" f A . /hcH'/yff# . 

b. General Statement : The postposition jfr\ is used after each of 

two clauses to show that the state, the action or the identify is 
restricted to one or the other of the two: "or," "either...or." 


Model Conversation: 



/ 

A. 

*Y 

o jk 

id 

&\' Lft ft ft. Jt'- \'ft ft ft ft- 

B. 

ft 

<n Ik 

id 

A V' ft ft ft. 

A. 


K id 

A. 

ft ft ft. ft A- ft ft ft. 

B. 

■Si 

ft 

K id 

A 

< ft- 


ORAL BRILL NO. 3 

pie™. I i<n K ii JL <1t. 


"What (sort of a) color is this book?" 



































Examples? 

(i) ^ K 

id 


t'f 

(2) 

* It 

id 

t 


(3) 

if? 


t" X fl 

vil 

(It) 

t It 

id 

t XU 

ii i:* /K 

General 

Statements 

IrT is 

generally used to ask for the identi- 


ty of a thing, but used as an adjective to ask for the 

description of a thing„ 

c. Model Conversations 

-—- 


’A. 

* It 

id di 

t'f X. 

B. 

V 

i It 

id 

<1. 

'A. 

r ^ a 

: dv 

<1 fi\ 

.B. 

jff> V' 


< 1. 

'A. 

#7 It 

id 13 

< 1 fr. 

B. 

fc *L 

id V 

'i <i. 

A. 

k/t £ 

V' 

a k 

. B. 

/h$ V 

> V' if 

■C i". 

Oral Exercises 

Ask your friend to identify what you have and 

what 

he haso 

Then ask 

him to describe each of the things he 


identified, using above three PATTERNS in ORAL DRILL NO. 2-3. 


ORAL DRILL NO. k 


pattehh 1 If 9 X A ^ ^ t j 3 v 'd 

”Please give me a pencil.” 


- 6 - 























a. Examples 


(1) 

H 

■f ;? v'. 

(2) 

& i 

f d 5 v>. 

(3) 

> 

1 "f 5 V', 

(U) 

lat b t 

1 i ? vv 

(5) 

# <2/. 

1 ~f 3 


General Statement : ^ -when used as an independent 

verb, means "give me " and the"subject "you" is often understood. 
The postposition £ denotes the direct object. The direct object 
precedes the transitive verb. 

Oral Exercise ; Ask your friend to give yous 

(1) a pen (6) a violet 

(2) paper (7) thread 

(3) ink (8) a peach 

(U) a match (9) a book 

(5>) flowers (10) a box 


PATTERN 2 


a. Examples ; 


t" b 

"Please stand (up)." 


3 -^ 


t 




(X) 

Y 

9 € 

# V' H ^ C? V». 

(2) 

Y 

t* 

f 1 Jr? i ft tdvi. 

(3) 

if 

? t' 


(W 

if 



(?) 

if 

9 t" 

A. A, Vo 1 




- 7 - 





























( 6 ) y. 'n *C 1 %± < 

(?) £ *) t" A? v^ Zk. < Il ft 1 f ^5 v> . 

(8) ^0^ \p i < 9 v^-? 1 ^ v'. 

(?) k" 1 < jyt liUa. 

( 10 ) 1? H> 3 U [/< j V\ 

bo General Statement s The TE-form (or conjunctive form) plus 

expresses a polite request. ^f,5v'when placed after 
TE-form as a semi-auxiliary verb indicates a polite requests 
"Please (do),.,„.for (to) me." 

Co Oral Exercise s Request your friend politely? 

(1) to speak slowly 

(2) to take out a pencil and paper 

(3) to open the door 

(11) to speak in Japanese 
(5) to stand (up) 


PATTERN 3 

4a 

i* 




"I * 

im standing." 


a. Examples? 




a) 

4a 

il 

4 vi 

fail. 

(2) 

4a 

\i 

? i 

kwx $* a. 

(3) 

4a 

ll 

f 1 

iv?x & a. 

(M 

4a 

il 

IH. 

(3) 

4a 

il 

kkytJO -1 & 

(6) 

4a 

il 

4^ 1 

it foil. 


- 8 - 































(7) 


id 

X< $ v 

t 

IH. 

(8) 

4a 

i d 

icUA/C* 

t 

id & b t I H. 

(9) 

4a 

id 

i'Ji i 

ft 

l A mw. 

(10) 

4a 

i i 

X. v ^ ^ 

i 

h v' x J&ti. 


b, General Statement ; 

(1) The TE-form of v.t. or v.i. plus ^ ^ ^ describes pro¬ 
gressive action: am (is or are)...,ing" 

(2) The TE-form of v.i, plus also describes persisting 

state (or "state of being"). 


(3) The TE-form and ^ ^ -form of verbs are formed as follows: 



3rd Base 
or 

Conclusive 

Base 

2nd Base 
or 

Conjunctive 

Base 

TE-form 

or 

Conjunctive 

Form 

^ -form 

Regular 

Verbs 

t & 

"to fly" 

t t> 

it h < 

h t? 44 

"to read" 

d ^ 

X Ay r 

d^df 

L » 

"to die" 

U 1- 

V A, < 

uiaJLI 

# < 

"to walk" 

f $ 

f- X 


fc i <" 

"to swim" 

4o d 5' 


43JTW 

id a -f 

"to speak" 

Id k ly 

id a u< 

idttiH 

3l 

"to stand" 

jL 

jL •? X 

x x a 

kb 1 

"to learn" 

k b v* 

A *?<>t 

fi 

^ £ 

"to take" 


t 



- 9 - 



























3rd Base 
or 

Conclusive 

Base 

2nd Base 
or 

Conjunctive 

Base 

TE-form 

or 

Conjunctive 

Form 

^ -form 

Semi-reg. 
Verbs 

b >t £ 

,? to open' 1 

b t 

b if x 


£ & 

”to see” 

£ 

1 t 

t i i 

Irregular 

Verbs 

< & 

”to come” 


-5 < 

5 i 1 

"to do" 

L 

u 1 



Co Model Conversations 


b& t ii S-oX & JiH>. 

.b. 4 a it ' t l £ it f 

A - jb fi a ii /z l if x7 Xl $kjLjJ>\ 

.b. £ i i, < &a . 


do Oral Exercise s Tell your instructors -what your classmates are 
now doing, using PATTERN 3o 


ORAL DRILL NOo £ 


PATTERN 1 


A<. 


<n ±. it 


foyki j>\ 


”What is < 

Dn the desk?" 



Bo 

-?< L 

fl i- it 


hA±± 


”A book is on the desk 

o u 


Co 

iLJL 


£.1. £ f 


,f Where is 

the book?” 



Do 

id 

o < 1 

-L n 

bn H. 


”The book 

is on the desk.” 


- 10 - 
















































a. Examples : 


(1) 

kk 

fa <n 

X 

it 1 

X V o 

A bltt 

(2) 

<n 

X 

■ i- H 

X ¥ 

bin. 

(3) 

o<z. 

<n 

X. 1C 

. 

A biit 

(M 

1 ’ m 

1- i: 

a i i x b i t i. 

( 5 ) 

If 2 U 

<n 

X t 

fu 

a btii. 

(6) 

All// 

<n 

X K 

f A' 

by ii A 

(7) 

\f:2 L 

ii 

EX 1 

C. b 1 

i a x 


b. General Statement : _V is a place noun, meaning "top" or 

"above." denotes the place -where the thing (animate or 

inanimate) in question is to be found or exists, jo# or JbW 
is an existential verb meaning "to be" and is ordinarily used 
with inanimate subjects. is a postposition that denotes 

that the preceding word is the subject of a clause or sentence. 

Note that the existential verb fa or is not 

preceded by X as is the linking verb fr) fo or 'C 

Jf? i ^• When the subject of an interrogative sentence is an 
interrogative pronoun or is modified by an interrogative pronoun, 
that subject is denoted by jff\ (see PATTERNS 1-A and 1-B). 
However, when the predicate of a sentence has an interrogative 
pronoun, the subject of the sentence is denoted by (see 
PATTERNS 1-C and 1-D) • No interrogative pronoun is followed by 
I'i • The subject denoted by )J[ is usually placed at the 
beginning of the sentence. 


- 11 - 
































co Model Conversation? 


' a. jf) ts fc. f> o < %- w i. r- iIf ;d' hv 

.b. ^ i< j b ') i i. 

a. * <r> hi tl A 

B. z. A, x/o M b*)* 1 ' 

PAWEBK 2 t f n Is l £ \j ^ k')ti. 

"There are a hat and a brief case.” 

a„ Examples g 

(1) £ i tX t b if < 1? v». 

(2) yfr V %JsA$_2. t % V UJi2. £ 

( 3 ) -9 < x. <0 _l i- < > t hQ&ii* 

(W - j Ji jjv t <n It, t It 

(5) t -9<x. jc 

bo General Statement :- ^ is a postposition indicating that the 

substantive to Trhich it is attached is in a series of substan¬ 
tives all named and is equivalent to the English conjunction 
n and, n 

c. Model Conversation : 

'A- ZoK £j±_t MAt2_ 1 v». 

.b. d v*. 

'a- <T)X\'- jUK t f) li t Svlfan. 

»• H v>. 




- 12- 






























PATTERN 3 


a. PL n P l i As id id MlLh'- 

"This brief ease is not black." 

b. j£L <0 ^ n iJA/ li %\Vkj by & £ A/ * 

"This brief case is not black." 

a. Examples : 


(1) 

PL 

<n 

v -f id 

dve< i i ibit* As. 

(2) 

jWi 

<n 

i d 

/fx< id 

hit*. A/. 

(3) 

PL 

n 

ft i d 

id 

hAt* As. 

(U) 

j ft 

<0 

k ii 

id 

hit* As. 

(5) 

PL 

f) 

pu id 


Id hit*. As. 

(6) 

PL 

<n 

Hi 1 1 

/K:?< 

Id hi t* As. 

(7) 

PL 

<n 

lA,iS 

o id 

dl < Id hit* As. 

General Statement: All 

true adjectives have a conjunctive 


This stem is derived by changing the final to ^ • It is 
more colloquial to use the conjunctive stem plus )£ before 
b> y i A,than to use PATTERN 3-B above. I'f is inserted 

bet-ween the conjunctive stem ending in ^ and jfo ^ 
order to emphasize the negative form, 
c. Model Conversation: 


s' 

A. 

h a t 

^ id yiv'A/d’jA 

B. 

V' ^ X-\ 

id 

A. 

k As a 

& <' f ;0 N * 

B. 

X 

At" •> 


' k. 

h nt. 

f) hAsiSo id -ivA 

k B. 

VI ■> 

4l< « h1t*As. ££vAs<1, 


-13- 
































do Oral Exercises 


Ask your friend what he has on his table. Ask 
him to name as many different things as he can in Japanese. 

Then ask him where his personal things are. Finally ask him 
questions in such a way that he must use PATTERN 3 above. 


ORAL DRILL NO* 6 


PATTERN 1 


$ d v < •? b 9 11 J)\ 

,f How many eyes are there (or have you)? M 


B . (t_ji) bit 1. 

'•There are (or I have) two (eyes).” 


a a Examples s 


(1) 


< 

-- o 

(2) 

\SJL 

-Jl 

" i h*) t i. 

(3) 

f 


— - b Dif 

(M 

ft 

i)< 

-- o f> *) t -i. 

(3) 

ir i 

U 

1 -i-? M. o X 

(6) 

ft 

t 

> ^ b >1 X i $ V*. 

(7) 

t \i 

A, 

v < r> 1 iH t)\ 

(8) 

g 

1 

"9 "T v'. 

(9) 

bh 

i 

m Jl- [z. 

(10) 

AY, 

i 

- ? < 'fSv. 


V\ 


bo General Statement s Quantitative nouns are often used as adverbs 
of quantity or amount and* when so used* thejr are usually preceded 
by the substantives and are NOT followed by any postposition. 

































c« Model Conversations 


'a. 

b & f- 

it id a v < o h *) t 4 /)\ 

v Bo 

(a w 

z- o b 0 d d. 

' A. 

id i a id 

V' < O & 9 d d #• 

S B. 

od & id) - o 

"a. 

d- & 

# v < -? ILi X. d d /k 

JB. 

(t~ € 

/ft') Ij X- dd. 

Oral Exercises 

Tell your friend that on your desk there ares 


2 books, 3 boxes, 2 pencils, 1 pen, and 2 caps. 

“hHEI z,k I* & n £X -it ii 0 id. 

•'This is a right eye and this is a left eye.” 

a. Examples : 

(1) z,K id dAdi i" . cdv li 5<b<nic 'Ci . 

(2) a fc id -fc n <1 Id iAyiv' id- 

(3) :lt il iz-<n ^$r i. idt id jaf)'$r id- 

’ dt id i. -i i dt ii <" i 

<*) c ^ id o < d. t\ c /k d v’ i < 1. 

< 6 > z. h, id a i. idi id UfiL <d. 

( 7 ) dt id lk,t> q i\ idv id id. 

( 8 ) d < f? id dv i", -d^du id %<4. 

(?) tfL id u_ o_£ &<o#L id id. 
( 1Q ) o di id if 2 L- i. i dt id i if A/ id* 


-is- 































bo General Statement ; also means be^^and/' and is 

used at the end of a clause* except the last one* in a compound 
sentenceo The clause* however* contains a predicate nominative 
(noun or pronoun) which is followed by ^ o 
c * Model Conversation g 

'a. PL <n m i\L li f X A\ 

l K li 1 Jh & < . LK d 5<b<o1LX"i' 
1. pc <n If ? C t t\ih id k&t <n <1 fi\ 

B - If ? 1/ii Wh'I /5 s If Ay li ASA? A y<r)<'i. 

PATTBHN 3 A. ft ti f- id i" 4 ^ "1 jL £ X A'. 

,r What do you see things with?" 

b. Of a li) !_i:' i>#) l JLi-f. 

”1 see things with eyes*” 

a ° Examples ; 


( 1 ) 

h 

i, < 

(foot c 

leg) 

^ ^ "t. 

^ rs 

( 2 ) 

Cl 

< 


(eat) 


(3) 

1 

i" 

& t 

i. 

if. 

(W 

X 

r 

(hand) 

f 

1 f f f , 

( 3 ) 

iLhsif 

o < 

(write) £ ^ 

( 6 ) 

1 - 

li A/ 

r < 

Idfi U speak) ^ -f» 


•'V \ 

b° General Statement ; ^ is also a postposition denoting means* 

instrument* medium* or material; "with*” ”by*” ”of*” as in 

”made of*” or ”in*” as in ”speak in English.” 


- 16 - 




















c • Model Convers ation: 


At hat. ii M a t -f t. 

cfo* ii) j_r t) tti. 

'a. fgf <* 'i i i. £ d -f 

b. 3 f" ffl 3 i 4. 

PATTERN b A. I^T #' 11 H /fl\ 

”What can you see now?” 

b. if * 

”1 can see a flower now.” 


a. Examples : 


(1) 


tt h -CA.-CV ft 

(2) 


£ <n ft 

JL it i •« A/* 

(3) 


ha a ^ 

< ^ jl i -f. 

(W 


1 h- 

rfv A/o 

(3) 


#A in t7 ft |j A 1 -d A/. 

General 

Statement: The 

verb ^ is an intransitive 


meaning ”to be visible?” and, therefore, it is preceded by its 
subject and NOT by any direct object which is usually denoted 

by h • 

c. Model C onve rsati on t 


'a. f~ ■ £ A/ -€ v # ' I, A- £ -f 

>B. ' jL* «A/<vy ) #, A, £ <A/ . 

'a. ifH' 8 i "fa V'. ft) tXM i\ 

.b. v' ^ A.. L A, £ ^ A/. 


- 17 - 





































'A. g 1 1 1HA 

id v>, L 


d. Oral Exercise ; Draw a picture containing flowers, books, hats, 
boxes, trees, desks, faces, brief cases, chairs, etc., and ask 
your friend what he can see in the picture, using above U PATTERNS. 


ORAL DRILL NO. 7 


PATTERN 1 

A. 

PL 

<n 

L 




'B. 

PL 

m 

L 

1 

rib A/ fdv. 


C. 

PL 

<r 

L 

1 

JLi K $ Vi. 


.D- 

PL 

<n 

L 

1 

L t 'fd'vi, 


’’Please look at this picture.” 


a. Examples : 


a) 

PL 

<n 

-K i zbk, 

(2) 


t>h 

ft P Vi. 

(3) 

AL 

<n 

■£ r»? L 

(« 

* W 

Xr> h 


(3) 

** 

f 

1 

$7 l-f ft $ Vi. 

(6) 

% 

1 

tc ft r v'. 

(7) 


*> 

5^ vi. 


b. General Statement 


The conjunctive stem of verbs plus V\ 


renders the most frequently used imperatives as in the Examples 
5-7. The Examples 1-2 are exceptional since is attached 

to noons borrowed from the Chinese language. 


- 18 - 

































PATTERN 2 j- <H _[£_ V' 1\ 

"The left one is a black book.” 

(cf., is- <n \i ^ v'A/ 1 1. 

"The left (hand) book is black.’ 1 ) 

a. Examples: 


(1) 


<n 

i. 

'1' ^ 

v' Ik i f, 


(2) 

t- 

<n 

ii 

1 jV <1. 


(3) 

jh 

<n 


* 

v' LLVo 

11. 

do 

h 

% 


<n \i 

j\. d v' t" ■i 

(5) 

&L 

JL 

ii 


v' A/ "t "i 


(6) 

4a 

<0 

i_ 

b '• 

it "1 ^ v' . 


(7) 

&- 

*) 

i 

£3 Vi. 


(8) 

H- 

<o 

i 

li 

-t V'. 

\ 

(9) 

h 

k" 

0 <n 

i. 

Lt 

O 

(10) 

4 


h <n li 

o t” i 


(ID 

h. n • 

£ <n 

ii 

JL m 1 1 


(12) 


<r> 

jl 


<n < 1> 


(13) 

iz 

b . 


m li 

hJLJL JL 

ii. 


b. General Statement : (J~) is originally a possessive postposition. 

However, a quasi-adjective formed by adding (f) to concrete nouns 
may be used as fi pronoun. 

c. Model Canversation : 

'a. <n _L js frz-'y t>Hl. bKli. 

h rz *> c < -i a 

b. a il & g ii 3 a, to t'-fc 


-19 - 






























(a. bfiXg )i ^ < i A 



Id 

VK 

t d i" -f. 


PATTERN 3 


£ 

f) id Jb ? < f 



•’The 

left one is a thick black book.” 



More 

lit.: "The left one is 

a thick and black book.” 

a. Examples: 




a) 

XL <n 

id t>< 

^ "T 'J x ? v* A/ ^ 

(2) 

b 

<T) 

-?<A. id kin t vA <% 

(3) 

b 

<n 

JL id < t 

4bv«A/ 

(W 

v 

<D 

c, Id t 



(*) c. n Ihifo \i t A/ d'f. 

bo General Statement : The conjunctive or TE-form of the true adjec¬ 

tive is formed by joining the postposition ^ to the conjunctive 
stem • The conjunctive or TE-form has the notion of ”and” in 
it. 


Model 

Conversation: 


f A. 

b <r> 

A 3 < -c & V' <9 li IX XI A 

JB. 

$ <x 


A. 

<r> 


id DU & t" f A 

sB. 

#. <n 

l£ 

id aK ?< 1 ^ £, XX. 

A. 

b fix 

<n 

a” v id tX t <n XI A 

B * 


^ > 

id si < t 1 1 a f f . 

Oral 

Exercise: 

Ask your friend to describe his desk, chair. 


books, pen, pencils, and paper, using PATTERN 3. 


- 20 - 































PATTERN h A M t: A i'Jr JL A. t -£ Ay. 

"Only three legs are visible.” 

a. Examples : 

(1) ■? < it _t n i* Ait is 

(2) o<jt <0 Jc- isli o Akt foU£A/‘ 

(3) -9<A 1- iiii A AA2 ufr hltVAi* 

(W ?<;L f> A tc li A \i >±zkl 

(5) /to vf li tt W' b^t^Lu 

(6) ^ lA-g v Li' ^ v < /§ i 

(7) 3 <b <o it k± LLt-&As> 

(8) £ /a. fc i± 3L< \t fry £ *&_. 

b* General Statement : \j is a particle always placed after 

the noun 5 pronoun or noun equivalent and is always followed by a 
negative verb^ with restrictive forces ”only.” The verb must 
be rendered positively. Note [yfo is used in place of other 
postpositions , such as , or • 

c. Model Conversation ; 

a> A <d 'it l A iC ft IL x. i ~i rf) 

.b. v^i. ?(M|i li' 

' k - A v> thV') t % V' Xktto \tAyAtifr. 

,b. V' ' i- 4 V’ A/.y-? Uii Ii hU&Ay- 

' A - fc « fc i* ii 2 F $ I # W 3 -9 % >) £ 1 

^ B * V'^A-x 3 •? l// N £> ’) £ -£ Al 


- 21 - 


























d. Oral Exercise ; Tell your friend that you have only one pen, 
two pencils, three books, one cap, one brief case, and one 
dictionary. Count from one to ten, from one pencil to ten 
pencils, and from one book to ten books. 


ORAL DRILL NO. 8 


PATTSHN 1 i. Mi- ft ft i_2 M. 2 b')£ft° 

"Here is another (one more) picture." 

a. Examples; 


(1) 

i o - & 

v> -i> X ft ft V'. 

(2) 

A ft 

— ft -9 ft ft \s>. 

(3) 

ft Ay if ^ ± 

9 ~"F 7? M 

(U) 

L \ K, 

^ il K hit ft. 

(5) 

•o < ft <n _fc- 

19 $ ^ i_2 - * 

(6) 

f ft 4 n 

o b if C ;? v'. 

(7) 

ft Ay t? 7 1 

i ^ ^ “C ft ft v». 

(8) 

*>9 — iL 

ft ft ftX ft ft v>. 

(9) 

ft? ft ftl (money) 

i a J- ft ft ^ 

(10) 

i ^ O <n 

)i X jh -£ ^ t ft. 


b. General Statement; ^ 7 (MOO) means "more" when it is 

followed by a compound numeral. 


- 22 - 
























PATTERN 2 


y \j t d 2 t ^ fflj 1 ^ fa *) i "f. 

M The pen is between a book and a stamp#” 
a. Examples : 

(1) la m Q t tzIlAn til [ 1 d & A Jb>ji 'f. 

(2) Ji_t ^ fa 1 it £. /t'v' A/ <" -f. 

(3) z.i x $kj id jr?afj. i kkti} PH b. LUHf<&t1. 

(W fc. ^gv' o pel li. # iLot/lifo 

(?) -- b X- <n fa) is g_ 

(6) t±L l ^>3 <n Pal c. f/'j # ^ Mf. 

w ^ev'ivj ^ ti\± A'$v fayif 
(8) ~K fc ^ <n pl| p. fa fay i f• 


b. General Statement : ^gfj means ’’space (of time or distance)” 

and the phrase ”A B <7) ” means ’’(space) between A andB.” 

c# Model Conversation; 



A. 

m 

lAsVo rt i- ^HA 


B. 


b ^ PH t & •) i f. 


/ 

A# 

A A 

li if Z, is ft 9 & f A. 


B. 

k • 

A Idf ^ 

b if )b o PH is. ft 9 1 -f. 

PATTERN 3 

4a-.i1 

’’There is 

hit* fa. ZLtiLlto I* faU^hj. 

a book, but there is no fountain pen#” 


a# Examples : 

a) $ <fa <n fad & l t'f fa, Ifakvt&i m<i 
( 2 ) ^'gv d ^AAn il 


- 23 - 




















































(3) * 1 I i /h 3 v'A/ f'd A "fH id 

(M XJsA/o id 'k.v'/w^'i dL <21±JL \tl Ij &• V’^t 

(s) ^ <ki k a viMM >Uffr) 

(6) fcflp- rf l \ dt If Vtv<i* 

(7) jLo id &<><? &V' At f A', )d /M<t &V A^'A 

(8 > Ajd ti^l, A id lA d-£A» 

* o id ® r l i -t a aj: id 3 a i5fl$H 

(10) SrftaS'fX. Id A vA,<A n A $/> 3^ d tvfj'j 

t>o General Statement s jfoi. is also a conjunctive postposition. 

Following the conclusive forms (any tense) * it usually expresses 
opposition to the action stated by the verbs ’’but.” 

"•••• id •••• & > •••• id .... ” is the usual sentence 

pattern to express contrast or comparison, 
c. Model Conversation s 

A ” o<x. & Ji i- dn t A d> i) i -f A 
^ A it A )d bit* :A/. 

' A - A id v’<«?? ilH A. 

' B - ji 5 o #> i £ A 

' A - a AM o A a A a, 

. B - ^ii b AH « At I A, iiAAMiAA 

- E 9 * r- ? A 3t A t X t A3 V>. 

’’Please count from one to ten.” 






























a. Examples : 


(1) M t t< 

( 2 ) PL f) XzhLl filh ^ h \s — $ 1L X- t i 

(3) Y 0 t" % <n ^_±J 2 i 1k'?< "f3v». 

(U) — ^ ■'Mv*. 

b * General Statement : ^ P 7 is a postposition following nouns or 

pronoun, it means ’’from.” 

PA TTERN g -£ V' < -9 f- l-t' 1 l| ) X. 

w How many boxes shall I give you?” 


Examples: 



( 1 ) 


f 

. Jk Xj£ALl2° 

(2) 

Y? “9 

1 

S- it X X ± l± 1 

(3) 

^ V 


£ Ji if ilx'n X. 

(Uj 

<"/Jr 

1 

X 4 t Li 7 . 

(5) 

0 

-it <? 

51 ■£ if i L-i 7, 


b. General Statement : As in the case of V' ( see ORAL DRILL NO. 

1 ;), vf ^ Lj» 9 jf)\ and Yf ^ Lj* "7 may be used both as an 

independent verb and as a semi-auxiliary verb. When Jl l £ 9 
is used as an independent verb, it means ”1 (we) will give you, 

(him or them) . n 

PATTERN 6 f i. jr) If X. -1- 4 j_YjX 

’’Shall I open the door for you?” 

a. Examples ; 

( 1 ) k 1 t f $ Li ? A 

(2) fv 1 X£A 1 X if £ ir 7 fl\. 


- 25 - 


































( 3 ) $ t £ H X If 3 U jX x)\ 

(W f> 1 < X ‘f 1 7 X 

(3) £ o t X »f 1 l l- \ 

b o General Statement ; When J[__ rf J L 7 is used as a semi-aux¬ 
iliary verb following TE-form of another verb, it means "I (we) 


will 

do. o oof or (or to) you, (him or them).* 1 

c. Model Conversations 



'a. 

? t hm 

X if i Li ? £. 


,Bo 

tdv'. m" 

^'tt itx. . \ 


^ A. 

^.1 o t 

X l f 1 Li ? X 


,B. 

dvK v' l£ 

t IXt 


f A. 

i id -i U #> < 

X-ifXkt'? 


,B. 

)dv', !✓*>< V'XtCA/X. 

do Oral Exercises Drill on PATTERNS l-S. using the following wnri s . 

a) 

True Adjectives s 



#V', Iv, ^ VK Xdv'- Xc? V', -ft V', £lv\ 

dv'/?V\ Jbo>v \%\\ 0-<V\ £j'V\ iLv'. 

(2) N ouns s 

X, $i, 1BL tL, 

fib's k Llfo. dot, X 1, X-,W X S, 

ojtrx ^ xnxbdsx #l£, fcx ^ja"?u 

# \ihs -? < x_ x v' X £ /jv . % 


- 26 - 






















(3) Place Nouns and Pronouns: 

-i-. ic2, ^ iA/vjr, >X_;2,;V.i #&*• 

(It) Verbs: 

fc*. -f* ^i->\ tzkshh, 

Hkb. Sk. £<\ ku.J-i f*. ^vv/rbA/ 

65 v' < ^ *. i U> if &. 

ORAL ERILL NO. 9 

£™K 1 jfc <n & ^ ^ 

"There is a boat in this picture.” 

a. Examples : 

(1) <n Si # 

(2) ^ <n %- b \f'l U * bill. 

(3) H *> ^ it i - p fc 0 * f. 

(W -?<X t± h ^ i\ falij. 

(5) k <"/4~ <n 1 £_2j7 ftl is ^ v ^ 

W £/> ^L< e *? ;Mif. 

(7) % *n ttif b It ^ 

( 8 ) # f) 71b lb # J^9i< 

(9) o<JL <o -f is \H # 

d°> £1 fl -fA b # hVti' 

(11) -9<>t *> tL ± ic. KkjV.i jbUi* 

(12) • %j) zxxjw gf)ic- iAs-foA/ito # bHl* 


- 27 - 
























(! 3 ) fa (0 nisb Jfc. ii' 

b. General Statement ; , a possessive postposition, usually 

follows a noun or pronoun and precedes a noun of place or position 
to form a locative phrase. The noun of place or position is 
followed by: 

(1) to denote the place of existence, destination, etc., 

(2) ^ to denote the place where a locomotive action takes 
place, 

(3) < to denote the place where actions other than locomo¬ 
tion take place, 

(U) and other postpositions, such as: (f\ , , ^j\ , , 

jpi 9 9 X 9 i 9 i*i 9 ft 9 etc * 

In the above examples, the nouns: ^ 

fa*) » ^L< ’ £ if’ f ’ are some 

of the place nouns in Japanese. 

PATTERN 2 f) j -f. 

•’There is a man near the boat.” 


Examples: 




(X) 

fa 

<n 

* if 

1"- ku<£»J f yl J 1 

(2) 

* 

<r 


^ ifi fy? £ 

(3) 


* 

<n f 7 

I- ^ 

(W 

fro 


15- li 

#'< -£ v jK % t f. 

( 5 ) 

& 

<D 

t IV 

A # 4 if. 


b. General Statement : ^ ^ (or £ ) means ”to be” or ”to 

exist” when used as an independent verb. However, the subject 
of this existential verb is usually animate (animals and beasts). 


- 28 - 























Also see ORAL DRILL NO. k for ^ or ^ £ used as a semi- 
auxiliary verb after TE-form. 

^Yhen or is used as a semi-auxiliary verb 

after TE-form, the subject of that sentence may be either animate 
or inanimate (to be explained). 


P ATTERN 3 ^ £ X >) |£ yi j |C> -CUfrlftl # f . 

”An elderly person is sitting on a chair.” 


a. Example: 

3 : 


(X) 

b m A, 

li -o<X l- 

(2) 

X5A3A/ li 

(3) 

t'n r 

£ 'C > ) U^(oA/) 1* V, 

(W 

£' ? t* 

IS- ^ v>. 

(3) 


# V/' ^ ^ V'® 

b. General 

Statement: 

The postposition is used also to 


things one sits on or in, things one stands on, things one rides 
on, things one mounts on, things one writes on, etc. 

PATTEBH h '1U f) Jl ..j ,% 4 $1, 

”A bird is flying over the ocean.” 

a. Examples : 

a) %j± nl>'b i A. f jjLvl JLLL 

(2) A. 3 V' Jl 1 %jj , 

(3) %. I ^ o fal 1 lAyjS_ h i 1 ' 

(W -tf/b-fcV ^ & <0 izt ^ V t 4 ^ A 


- 29 - 




























b. General Statement g As has been explained briefly under PATTERN 1 

of this ORAL BRILL* the postposition *£. indicates a location 
■where locomotive actions take place. Examples of locomotive 
actions ares to walk* to fly* to ru^ to pass* to crawl* to roll* 
etc. 

c. Oral Exercise ; Tell your friend all about the sketch drawn 

below* using the above L patterns plus other patterns and words 
you have learned in Les° 1-8* Standard Readers and the following 
Yfords s 

J rt<n/i K /v. bl gh. f.. WAa 

f. £b\ 1** 4fl\ 


- 30 - 





















ORAL DRILL NO. 10 


mm i /V j:>) K$ v kj <_ 1 

’’Eight is larger than seven.” 
a. Examples : 


(1) 

-f?*l 1) 




(2) 


> 

/\ 

J: 1 /k 3 v> 

h 

(3) 

jtt L <n ^ 

: htf) £ 

9 

(h) 

b & b 

cr ) 

frk \i fa <r) irk? x 1 ) -L 

(3) 

Z <n % 

n 


(6) 

V' 4 

ri 

X') 

£K V' /0 

(7) 

A, A, tA'O 

& XA^faLt)' 'O X*) 

(8) 

Buick )-£ 

Ford JC ^ HiA 

w Ay f I - . 

(9) 

bfcb 

<n 


(&U-) £.£ v' ^ 


d°) pi <n d jpotl) vyU' I - , 

b. General Statement : Adjectives in Japanese are without the com¬ 

parative and superlative forms. Comparison is expressed by 
using words or phrases with special meanings. ij means "than” 
and is placed after the second member of the comparison. 

c. Oral Exercise : Say orally that one is smaller than 2, 3, U, 5, 

6 , 7 > 8, 99 or 10 and that ten is larger than 9, 8, 7, 6, h, 3, 
2, or 1. 

PATTERN 2 A. \?2_ _ t. /V \' 

’’Four and four make eight.” 

B. A. As wo l£ < (HjLi - 

”A pencil becomes short.” 


- 31 - 




















































a. Examples : 


(1) 

£. k 

£ 

L j' ic. & *) i -f. 

(2) 

s- t 

\i9 

1" -k 1- 

(3) 


K 

V 

q 

(« 

b 

h 

m S-'kv - <" 41 c. tHiK. 

(5) 

Ju k 

^ l 

n r- # T' -t HI ic. & 1 £ f. 

(6) 

b <n 

i i 

£ < & V 

(7) 

PL <T) 

a 

#n < & 9 £ 4 o 

(8) 

% il 


(9) 

t 

# 

7^ < fl>) ti. 

(10) 

t k 

i)< 

A < zntl. 

General Statements 

CD ...... t ..... <" . p-S.H'f " 

is a 

usual sentence patter used in addition to express, ”....and 


.make....” 

as in 

the Examples 1-5* (2) The verb means 


M to become,” ”to get,” or ”to turn” and is an incomplete 
intransitive verb. (3) A predicate nominative for the verb ”to 
become” in English will be translated as an adverbial postposi¬ 
tional pharase (noun plus \l, ) in Japanese as in the Examples 
1-5* (....noun \L ^ ). (U) A predicate adjective for 

the verb ”to become” in English will be translated as an adverb 
(conjunctive stem of the adjective) in Japanese as in the Examples 
6-10. (.....< £ I) i f ). 


- 32 - 
































c. Model Coversation: 


f A * X t. X 'C v'<^ v- &!/i f X 

l®- x t x t - f is- gjll- 

jfcXfc) fc tMK tXfr X I* A 
u. x h %■ -r i- 

A * £> <9 ^ li & < & 9 i f ix ;t\< MU 
b. £ ^ X idt < g qif „ 

d. Oral Exercise ; Do the following additions orally: 


2+3 =3 
2 + U = 6 
2 + 5=7 
2 + 6 — 8 


3 + -2- = 6 

«* + T = ? 

5 + 8 =13 

6 + 7 =13 


8 + 8 -= 16 
9 + 1 =10 

5 + f=7 

6 + 2X2 =. 10 


? A ™ 3 ^ ^ ^ g/< fc -t ^ 

f, If one subtracts three from ten, seven remains.” 


a. Examples : 

(1) ^ i) s b )Lj ? J ^ fc- y ft (D w ^ ^ "^0 

^ X I- X- t £+ X X. ft -&*)£< 

(3) X ft M0 1 £f X -t " ft £4 if. 

W) @ t fc > ^k & JL X. *«£X. 

(5) £ 1 fciffe t , i <n f h L£l> 

(6) (fc'ftfc #)' jr fcwdtf. 

C7) / -fc 1 sj)£ b , lii-S/y. 

( 8 ) ^ ii r±h l , ■&< ft?*f 


-33 - 
































(?) & KLJlO \'- tsj3_l . It i* /£ if. 

( 10) Kk>to kA ±L-(.<n in £&< "&>)tl. 

b. General Statement : £ is a postposition which, following the 

present tense conclusive forms, indicates a condition: "if" or 
"when." 


c. Model Conversation: 


'A. 


1=. -K ± 

tx v<o 

i*- A 

-B • -'f 

' b fcyi-f. 



A. 


' if b -C 't 

$l< t. fa 

>#\ 

,B- 

x& 

M <n ~ V i'fo 




Do the following subtractions orally 


d. Oral Exercise : 

9 — 5 = h 
8 — h 
7 — U — 3 
6 — 5=1 


15 — 5 =io 

20 — 12 = 18 

5 

18 — -2- = 15 
3 

10 - 2 I 2 = 6 


8-312=2 

10 — 3 X 3 - 1 

25 — 12 — 21 

« 


patierm b A. ^ -fll Hi M A a VA/ 

"Which is larger, 13 or 30?" 

B • -i (<” 5) ^ A j v i <'f . 

"Thirty is larger." 


a. Examples : 

(1) ±*9 fc A i 

(2) -j X>g (<D ^ /J\ 3 V' A, 

O) - 7 J_lA b 8 ^ f li 'C'i'b HL fc . 

(w AjL!LA i£ 3 il ft $ v /y <TjT . 


-3U - 
































(5) jjjjd t 5<b <\i drh 
^ (h]5} & 'J N 5vLh^. <'if . 

(7) & A/ l/o t tkjhhlj-') ifd 

(8) Lkstfo {*>%) ± -IvA ±±o 

(9) Bulck b Ford jjj J^_# £±^ L, <± it . 

( 10 ) Bulck (ff) %) it ^ V Ay X* 'f o 

b. General Statement : ". t • • • • • H" li £o 'fyi* . j)' ” 

is a usual speech pattern used in asking for a comparison between 

two things : "of.and...., which is.?" Note that the 

postposition ft follows the interrogative pronoun 
PATTERN U-B is a usual pattern for an answer to the question 
raised in PATTERN i*-A. In PATTERN I;-B, is often used, but 
not always necessary. Note that the postposition ft is used 
after the subject in PATTERN U-B. 

c. Oral Exercise : Ask your friend which of the following two 

figures is larger: 3 and h, 6 and 8, 12 and 13, l£ and 17, 17 
and 6l, UO and ill, £0 and l£, 100 and l£0, and 1,000 and 100. 

pattern 5 A. Lit <"<* 

"Which is the largest, £, l£, or £0?" 

b. $_ ± f t 

"Fifty is the largest." 

a. Examples : 

(x) t S < lj ^diAs 

(2) if Ay /js 3 V' h <1. 


- 35 - 













































(3) 

\tnl l 

t\ift 

1 'Kft 

. ft ft 



ft ft t>\ 






(It) 

n<%, ft 

\lft 

1ft? 

v' Ax 

ft'A 

(5) 

ft ft -?>' o 


s> t 

^ "/Jr 

m \tn ft ft 


t h, f 

■ ft Ay 

tfL V' Ay ft ft 


(6) 

< "/ft <n 

i? n 

ft — 


0.V 

A ft A 

(7) 

& v A i 

wN \/' 

jLft i 

V ift 

ft ft 

ft A ft ^ft'Ay 


Al a? 

< t? 

a a 




(8) 

A v HL 

J1 . 

- HA . 


1ft *<< itiift. 


b. General Statement s The superlative degree is indicated by- 

placing the word A/(or ^ O t & ) immediately in front 

of thS predicate adjective or adverb. Note the following trans¬ 
lations s 

(1) PL t) Aft ft'A 

This book is large. 

(2) <n A ft A? v A ft A 

This book is larger. 

Ml m A ftj ft A ft 1 v k/ ft -f. 

This book is larger. 

(W Ml <n Aft ASvAj ft A 

This book is the largest. 

Note also that (f) ^ is used in (3) but not in (U) . 

c. Oral Exercise ; Tell or ask your friend which of the following 

three or more figures is the largest: 1, 2, and 3; 13, 30, and 

31 j 1|0, Hi, and Ulj 100, 1,000, and 10,000. 


- 36 - 




























ORAL BRILL NO* 11 


PATTERN 


i A - &&£ n i &2±jk±±*\ 

"Do you know Japanese?" 

B * v' ' k. %x> 1 t ■£ A/ . 

"No, I don't know." 

a. Examples : 

h fl A ti ^ it. %a j)\. 

(2) tfv\ » t &' tf < 

(3) & ft A ll 7 3 As i: £p^t & 

M \ X,, fcg jjtjw . 

L. General Statement : The verb meaning "to know" in the present 

tense in Japanese is always in the progressive form: tyo• 
The negative of is preferably kept in the simple 

form typ \) £*CA/- 

PATTERN 2 "1 & if < ^ b Ay 

"Open the box and see how it is." 

"Try and open the box." or "See if you can open the box." 
a. Examples s 


(X) 

(2) 

f 

*/ 

■£ (✓#< C'bAsfi3\/^o 

V 1 ^?v>, 

(3) 

iL 

•9 "C 

o A/v 

(1*) 

C'bAs fmv'. 

(3) 

^r. 

1 

?h i- &s<. Ob Is Ti$v\ 

(6) 

g 

t 

t 0 < O' b Ay ft 3 v'. 

(7) 

b 


5L *4. 1L < C b As v' 0 


- 37 - 































bo General Statements 


V) fe $ V' following TE-form is a 
semi-auxiliary suffix and denotes trial or attempt; "See if # or # 

.oo,” "Try and......,..." Since 

is the honorific form of V' * the following two patterns 

mean the same things 

(1) h If < Cbh ftjvi. 

(2) If "t 1 v>„ 

However, rf |L t 'f (or jb X. IL & ) is used 

for the first person subject as wello 

E.g., fi t Ml Li <b H 7 1 - 

’•When I opened the box (to see what was in it), I found 
flowers in ito H 

c. Model Conversation s 

'a. <0 1- l« 

- B ° X-, li Xi jL< JL st-f . 

'a. -C" Ifg Lt Cb_bJ5jl^‘ 

> )4v\ Jl&kl I L* 1 

PATTERN 3 V' -f <n ‘I' H- \i 'fpf ^ 

••There is nothing under the chair 

a 0 Examples s 

W $1 <0 fc, tf 1?1 j h*)i-£As. 

( 2 ) # io <0 'f fc. li jpf i 

(3) i- fb JL -£ §| < b b <r>l') JCAy. 

(U) ^ 4> i - 7 1 yg £ Ay. 


- 38 - 
























(5) 

% 1 

t 

0 h ^ 

df b L £ € 

(6) 

id 


f 4 h> 

1 * -£ lb 

(7) 

* 1* 

id 

€ & i 


(8) 



ZL/frif'C 

ft, Lu 

(9) 

t' K 4 



k kr. 

(10) 

h & 

id 

lA 

fo>) i-t Aa 

(11) 



id % ~ 

i' i d -£ A/» 


b. General Statement ; Since there are no negative pronouns or ad¬ 

verbs in Japanese, it is necessary to change English negative 
pronouns or adverbs to their respective inclusive pronouns or 
adverbs and to change the affirmative predicate verbs or adjec¬ 
tives to their respective negative verbs or adjectives. 

Japanese inclusive pronouns or adverbs are formed by joining 
the postposition ^ immediately to their respective interroga¬ 
tive pronouns or adverbial phrases. 

E.g., "I know nothing.’ 1 

”1 don’t know anything.” 

Note that the postposition ^ is used in place of other 
postpositions, such as |j[ , and , that are otherwise 

needed to denote either subject or direct object of a sentence. 

c. Model Conversation ; 

'A. t* 1 r <n rfe'f' -£ 

sB. <n id KA 9 £ •£ Lb 


- 39 - 














* 9 

X'H J)\ 



jtfj (0 

L v' 

% 

t %Ift liU9 A 

id V', 

h if < 


9 fi 9 V'„ 

$L <n 

<n 


i>1l ^ t #? 4 Al. 


do Oral Exercise ? Memorize the Examples of PATTERN 3. 


ORAL DRILL NO, 12 | 

msai a. m <n m t i v> 

"The name of this railway station is (called) Green Hill.” 

b. A L iv j± . 

a. Examples ; 

(A bfif'ft 1 HL id. ift %vMJ\ 

( 2 ) t<< k ivH . 

(3) & -it A/-tv jd_ * sx I v H . 

(W in jd_ k. H, v 1 d-f . 

(5) #A (T) Ji. y i J / \'k'') t %vtj . 

( 6 ) fcl if) (building) |j; NYK t & £jJ „ 

(?) j*. 0 A <7 ll £ ^4 ^ 

( 8) &£%,)}£_ ~i&h. b jvjti. 

(?) Jotf) 5 v'Av',|iJi jJ-f/V k ■ $ v H . 

( 10 ) jtt 0 tt'i'S') ji A US k ivH, 


-llO- 























b. General Statement: 


For the construction "They call (A) (B), n 


the form A B i s used. However, if every¬ 

body calls A B, it is not necessary in Japanese to mention the 
subject All A 1. B t% . Furthermore, if’ one 

wishes to single out A from among many other possible ideas of 
the same category, the direct object A ^ should be changed to 
a notional subject A : A B Y. 

A direct translation of the above sentence is still ’’They call 

(A) (B)But its free translation is ”(A) is called (B).” 

Note that the postposition j' denotes what is said. That 
is, j^. denotes the objective complement of the verb, ”to call” 
or ”to say”: ^ V' i ^ • 

c. Oral Exercise : Ask your friend to tell you the name of his: 

(1) pen, (2) watch, (3) shoes, (Ii) car, (£) wife or girl friend, 
and (6) teacher. 

PATTERN 2 A. % jjt if jjj_k 7 V' k'f i\ 

b. * t) vJ+ i i if <" j i\ 

”What does that mean?” 

a. Examples : 


(1) 

* K 

if 

<n t 



(2) 


V 

if iff b 

V' 

1-f i>\ 

(3) 


id 

-b* & t 9 

V ~C i> 

(M 


ii & 

9 tx-hj ii if b 


vty <1 if 

(5) 



IvA/ li-H 7 a 

t ip) 

vK iTf. 


- Ul- 













( 6 > will & Ford b ±2 CK'i X"i> 


bo General Statement g Note that, in each of the above examples, 
(meaning) is modified by the preceding adjectival clause 
(ooooo ^ 7 )? which is underlined* Note also that fy') is 

the attributive stem, which is used attributively in front of a 
noun to modify that noun e In Japanese, there are no relative 
pronouns» 

aggBLi a. f j ?^ k ij ijux 'HLkJhiilP. 

fr What is OKA (called) in English?” 

B - f JtA t fyg 

”OKA is (called) ’hill’ in English*" 

a. Examples ; 

(1) "Please stand up" £j£±Jl & t%vt1 j>\ 

(2) "Please stand up" ^ ^ Q |j; !!?•(" 

■f3 v'jj t IvH. 

(3) ’’Only one bird is flying over the sea” ^ 9 <T) 0 

t'' F ^ 0 >1 bAs<%st-tAyjj 

(U) "Book" li 0 $g? t" r ^o t ^ V 1 -f. 

(5) "Pencil" |i 0 4v|% t" ^ fc * V 

bo General Statement s PATTERN 3-A is a usual sentence pattern to 

ask how a certain thing is said in a certain language and PATTERN 
3-B, a usual pattern to answer the question* 

An explanatory phrase r £ lj? >) (f)^ may be omitted as are in 
the Examples 1; and 5>* 

















c• Model Conversation: 


A. "Airplane" |£ fl ■£ t \ V £1 i\ 

B • ths \i 0 kiv-i-f. 

A. "Let's go home" h ^ <D & 0 t 1>\ 

B. "Let's go home" )i 0<" \jl>) s t ^ v' 

d* Oral Exercise : Ask your teacher how he says the following in 

Japaneses 

(1) May I sit (down)? 

(2) You mustn't smoke now. 

(3) What are you doing? 

(1;) I am learning Japanese. 

(5) Who is teaching Japanese? 

patterm It <n n \st> i* ijp x/^ *> &£1. 

"Four or five people are standing behind the railroad 
station." 

a. Examples ; 

W o<x_ m X I- Jk.fi XK 3 o Ihlii, 

( 2 ) ^ n i \£ i* fi foVii. 

0 ) 4 n <n H <n jL< is . t^jky bHl. 

(W &\ i£ frA/%- t /li-f, 

(5) $ is 5-71 Jf^Al 

b. General Statement; The consecutive numbers in an ascending 


order have the notion of "or" between the two numbers. 
















p AL ie MJ id '& ic*\i if dff 'it/h hv&'f' 

"There are many houses by the roadside»" 
a» Examples ; 

(1) oi'-L t) 1-1> id if dffi o 4) k*)tj. 

( 2 ) <n i b id f 1€^ i lr)')£i> 

(3) X-\-> d %\\ if j foVtlo 

(b) f i ifr^ m id ^ v if v(it b')ti- 

(5) i> ct'n \s* b t bui> 

(6) tj-bv&bti)X- £ C'CA/L/^^ y'<^ b j&ijfeii. 

( 7 ) ^ c 7 1 * id v' 1 jf w o i> b 1 tic 

(8) \' $ 0 < f ltf£ i bHi. 

( 9 ) mih<nrf id tK if v'<dl h>)ti~ 

do) n. id ^ 1*1 A. i d1» 

b. General Statement ? Any interrogative compound numeral plus b 

means "any number or many of" things for which the numerical clas¬ 
sifier is usedo 

Care should be exercised not to confuse the ideas expressed 
by the following two sentences? 

(1) & id \<\ If Ay b')tii)\ 

"How many houses are there?" 

(2) %. id i?| 'fAy i 

"Are there many houses?" 

Co Model Conversation g 

'a. bkfc<r> o<Z-<qJl pi£ 4k. if i£d_2 i fovti i>\ 

S B. Idv, iktf 1*1 dob h )£j> 


-Wi- 

























' A - blti i\ 

-f jz_ ^ ^ 

d* Oral Exercise ; Drill orally on the above £ PATTERNS and use the 
following words and phrases; 

X £1. tt'iXfeil, 

Lkst') 

jk x. c Lx^hj ($L«t (l^t 

lii) i- l/*?t &i*.) 


ORAL DRILL NO. 13 

PATTERH 1 jit* <73 i(Q I- A_ ^ "£ <T> As X £ H. 

’•This cat, too, is drinking water.” 

a. Examples : 

(1) jb&fi. i_2R^v <i. 

(2) C/v-t V’ i_ /iif. 

(3) l£*i_ (o< £, <r> _h ii) 

(M *A ll £ il A. 'tX %> H> 

(3) f i b >f x & H. 

(6) < X, <n Jx |i i_ ^ j i -£ 

(7) H <0 |i i. ^ # *>9*?. 

(8) # % xk b A A. # £ 1 ^2 f. 

(?) zXi li ^ t" i. #> 1 £•£ A/. 


- 15 - 








(10) -Jt id b 

General Statement : ^ is used to single out an additional item 

that is similar in purpose to something already stated and it may 
be translated as "also/* "too,” "either*” ”as well,” or "even.” 

Note that the postposition ^ is used in place of the sub¬ 
ject postpositions )J[ or ft? as in the Examples 1-3 and in 
place of the direct object postposition as in the Examples 1;- 
In the Examples 6-10, is used also in place of |£ . 


Model Coversation s 

y A. z- Jt li i\ 

B. f Jtl li A <' i. 

a- C- A li \d\ T f f)\ 

b. h i A_ A <"i. 
a. h fife d fa id jt>\ 

B- li\A fa d Zirfrx tt J&il. 

a. x 

B - idw s kid, 

a. 5® li ^<x. _t i- hyii 

B. Iiv', H t‘t 

fA. ^ d kfi is- id A. 

H b ^<1 « 1_ i* 



-U6 - 






















A. 

B. 

A. 

B. 

A. 

B. 

A. 

B. 


bt t li -i 

)£ v' v jk t -f. 

a idt ^ 

_L 

k"?t" ii’ i Mt 1=3 v». 

ttv\ 

fA -f3v. 

iiv». itfAuJA 


I* 


C7>CZ 


It 





■jk * 

@ 

- s —lr ^ 



PATTSRK 2 A. ^ tP *$. 4r V 1 1 V'^Ay A'f W , 

”May I -write characters now?” 

b. viaA_£j2_I£)> 

”Sven if it’s short* is it all right?” 


Free trans, 


,r Will the short one do?” 


a. Examples 

a) 




H 1/y Ai V'^Ay <± W . 


-1*7 - 






































( 2 ) 

(3) 

(« 

(5) 

( 6 ) 


f\L <n 


& 


<QAs<_ £ > v' ^ Ay X'X O) . 

1 4 vi^JXW. 


^ Ay X t v > Ay X X 

c ^ X d X i tnAyXjz v^/y X X 

't' -£Ayfc.< 1- LH i V' ?- X W. 


(7) 


£ fzb^X. b \ 

'* * Ay 

XX Ol 

(8) 

jZ "7 

X i v' ^ As 

? (X 


(9) 

/ 1 

£ it 1 * 

(X)o 

(10) 

t ± 

1 < * V' 4 Ay 


w. 

(11) 

4c < t i 

* Ay XX (X 


(12) 

&<t i 

V' 4 As XX 

(X 


(13) 

h X t 

i V ' Ay X 

(X 


(14) 

^<t i 

V' 4 Ay tT'-f 

(*). 


(15) 

/X< -c 

4> V' 4 Ay "X 

W'). 


General 

Statement : 

Following the TE- 

-form of 

the verb or 

tive. 

the postposition ^ expresses 

the concessive mood; 


if.” When the TE-form plus ^ is further followed by V^/0 > 

it denotes permission. Therefore, ^ V' ^ ^ V' i/^t!^ means 
literally, "Even if one writes, it is all right,” and freely. 


”one may write.” That is, ..... ^ or..... ^ means ” even 

if.” 


-U8- 
































PATTERN 3 A. 


^ %r t I vt id ; v' i IjM. 

"You must not write characters now.” 

b. jet < t n y 'f 2 -g >u 

"The short one will not do." 

More lit.: "If it is short, it will not do." 

a. Examples : 

(1) ^ fcrfi 1 vtf±*.L . 

(2) V ' & 1 V If ^ € A / . 

4 s * ii- -? t idt v * it ^ -£ A/ . 

0*) £ t" 1 fc> it t /U 

(5) t 1/Cl" d v tf j- -b. Ay. 

( 6 ) ^ < < ij v_H£jt As . 

(7) ^ < l d v'T^c A/ . 

( 8 ) /J\ ^ < f li V 'f A-g X/ » 

(9) fc. X. ll y> If j- -e Ay , 

(10) £ o < t Id V 'll -fc kj . 

b. General Statement : Following the TE-form of the verb or adjec¬ 

tive, expresses weak conditional idea and it can be trans¬ 
lated, "if.” The succeeding statement expresses a reaction 

to the condition. 

tit Ay > therefore, means literally, 

"if one writes, it will not do" or freely, "one should not write," 
"one must not write" or "don*t write." 


-U9- 































c. Model Conversation; 


A. 

1 


t) V' \ Ay 


B. 



m /J-f 

It VI 

A. 

t~1- 

■ 1 b 

v > Ll 

-£± ±. 


B. 

if V', 

i-'? £ i 

\ <"fu 


'a. 


-9 if 


t t Vi i Ay 


B. 

vi i A_> 

££< 

t it 

V> if d'-fcAy. 


'a. 

#s< f 

b V/i 

* Ay 



, B - 

if v>, 

jfr\< t 

b v'iA/ rd. 


Oral 

Exercise: 

Tell your friend that he may: 

(1) stand up. 

(2) 

i smoke, (3) read a 

Japanese 

j book, (U) eat, 

and (5) open the 


window. 

Also tell your friend that he mustn’t : (l) read an English 
book, (2) eat old fish, (3) open the door, (Ij.) see the picture, 
and (£) write in English. 


i imaji a. & )2 f II i ribot* 

H I am not learning English.” 

B. hi it i. <oAy 

"The cat is not drinking water.” 

a. Examples : 

(1) hht H u 

(2) If k 'i 4f V -t? % /§ jj£ks. 

% ± t f? % v* \f & -e Ay. 

vj\ -3 < : h. ± V' As v 


(3) 

(W 


- 50 - 

































(2) &\ |i ^ i. JTA, £X fe> 

(6) ^ ^ ^ jyg, /| t -e A/. 

(7 > - ji-v li ^ 1h v )& J th. 

(8) £'—- /tx l (0/v£l Vl-fi-C-A/. 

b. General Statement : In the above examples, ^ and 13 ^ are 

the corrupt forms of the compounded postpositions X 1^ and X $ > 
respectively. X /i or l£ is more polite than or , 

c. Oral Exercise : Translate orally the following ideas: 

(1) What are you doing? 

(2) I am doing nothing. 

(3) You may do (it). 

(Ii) You mustn ! t do (it). 

(5) Please do (it) later. 

(6) Shall I do (it for you)? 

(7) I am doing (it) now. 

(8) I will do (it). 

(9) Please try and do (it). 

(10) I will do it (to see if I can). 


- 51 - 









ORAL ERILL Na XU 


i a. & %,'h I i i It t"f fa 

"Who is the one (-who is), -walking?" 

b. /? LLALJkJs. ii hfcfc <n <i. 

"The book that I am reading is yours." 

a. Examples : 

(1) f Aj If LI & h ’kjj 
: ( 2 > It? 1 b if t /I % K tf Ia <o -tAz-tf w ft. 

(3) ^ ^ t 4K>< ll *JA,3A5£t’?. 

cw % 2 kh^. fk & hftin ttskftti 

(3 v t /> li blibifa ffi 1 

< 6 > f-fcUtliU kAMf-t) \kMkl fa 

(7) ^ 1 A |f f'f. 

(8) & 1 ^Xfcjb hl li tevAxl’i. 

(?) fc*?f && * ii tint <n ti* atrifa 

( 10 ) #A ^ f if I~ UJlUJ. Ik * /s 'i ^€v ft. 

(11) ^AcO ^LjU, fefak <r> li A ft. 

( 12 ) £ a £ ' >&« <0 /i if iff # 

( 13 ) Is f. j fa JtA/f ]& £ <r> i£ <r> A ft. . 

m Uo_ C.Ufrif< && vf Ii A^^Ay-C f. 

(3-3 & # <0 x. I 

( 16 ) %A a hill & *• <9 ^ ic li 

W) 4A )l fl &. -£ JL -c Al If. 


- 52 - 


























(18) <n Tjbjit kja. n A ft ^ 1 # <1. 

(19 ^ it £L OJ^L^kJs. it l iz. i$ * r f >\s t % v t ■$. 
(20) <n i2< hk f)\t <1, 


k* General Statement : The fundamental difference between English 


and Japanese sentence construction is that, in Japanese, any modi¬ 
fier, whether it be an adjective, a quasi-adjective, an adverb, 
or a relative clause, must precede the word or words modified. 

The above examples are some of the Japanese complex sentences, 
each of which contains an adjectival clause. Note first that 
the adjective clause precedes the noun or pronoun which it modi¬ 
fies and secondly that there is no relative pronoun used in Japa¬ 
nese to connect the adjective clause to the noun or pronoun which 
it modifies. 

It should also be noted that, if the subject is mentioned in 
the adjectival clause, that subject is denoted by the postposition 
(T) (or ) but not by the postposition , as in the Ex¬ 

amples 11-20. 

c. Model Conversation: 


'a. r; t "2 ii^ <n ■?1 ILjs. ^ i\ 

v b . tU JK3 As m 

'a. C?2 tzll * If 1 v 1 Lk K li It 

v b . <n 



- 53 - 


















'a. jfah vv 1st it f'-f A. 

J 3 - fa £lx. -f V' it 

-ft. 

d. Oral Exercise; Tell your friend that: 


(1) 

the 

man who is sitting by you is a student; 


(2) 

•what you 

are writing is Japanese; 


(3) 

what you 

are reading is not English; 


(W 

the 

teacher that teaches TOKUHQN is Mr. A; 


(5) 

the 

book 

that you have is good. 


PATTERN 2 

■K % 

It %-*> ^ # kk £< 


"Train can run fast." 


a* Examples: 




a) 

fa 

it 

V fau 1 4-< :t ^ ik i H. 

(2) 

fa 

i i 

Jrc kk it tkt< 

> 

(3) 

fa 

it 

Dk”? J- i* <nb z.k k t 5 

K.£1* 

(W 

fa 

it 

fa? < & kiLz< 

(3) 

fa 

it 

t kfa *§ <n x i- fao Z, t fit M £< 

(6) 

k&t. 

it Viz t fit fa faki f 

(7) 

fa i i^t'b M<" i'Vhh ik Kkk±>tU 

(8) 

fa 

bk fa 


(9) 

fa 


1' iU #' kki*. U 


(10) 


fi'b 

it 5J < bk fa ktif A 

b- General Statement: v V -/)< 'K ^ is ioined to the 


conclusive or attributive base (dictionary form) of verbs to ex- 
































press the ability: ’’can” or ”to be able to....” However, the 
verbs that express natural process or have potential meaning in 
themselves are not to be combined with ^ ^ ft dt ^ • 


c• Model Conversation : 

'A. h ft fc id 0 * Jk A Mdf 4 \ 

l B * |r< # £^.d-gA/ - 

0 ^ -t ^ 

, B - )dv\ id fit -b ddjlU?. 

PATTERN 3 A. [yt Ayjft id b <C0Wj b kJkt't 1)\ 
"Can bicycles run as fast as automobiles?’ 1 

!1 No, bicycles cannot run so fast as automobiles.” 

a. Examples : 


U) Id Cbv Jk 0i Xfc -b 

< 2 ) fcfifc id <CAvj tkj^r dt 

< 3 ) \ycAs%; c <0 

(w f- <« #d? id ill <">0^ #s< jSjjl-? ^ 

(5) X\L <n Hl id Id CfrV/' h\ 

(«> & o Kbit? Id £gfc a jib' 4x id i^l-eA/. 

(7) fokt.tr) Ob’? i- id fe£) liiL j£<_ id. Ay„ 

(8) 1h Id Mi IIP jf< v£-/ix 1 *><j ZJci<kkiUs, 

(?) & Id ill: Jig gx ^ ~b 2K jkjU-b: Ay. 

do) jfL<o id £H id Mt*As. 
































b. General Statement : means "about/* but it is also used 

to express "extent” and it corresponds to "....as....as." 

also means "about" and "degree" or "extent"; therefore, 

it corresponds to ".so.....as." 

^'Pp is used preferably with the affirmative predicate as 
in the Examples 1-5, and jj £' is used either with affirmative 
or negative predicate as in the Examples 6-10. 

c. Oral Exercise; Tell orally all about the following sketch, 

using the above 3 patterns plus those you have learned. 



- 56 - 










JoRAL ERILL NO. lg 

w - M: % * i* n *>l*) CL'-) I'.ii j? $ f)9£lj\ 

f1 Why is there snow on the summit of Mt* Fuji?” 

cf., % ^Cxy is- id % #' fcifi-f. 

’’There is snow on the summit of Mt* Fuji,” 

f'-f 

"Why is it?” 


Examples: 

c« t-€ 

1 & £ d £ 

(2) 


A i XAj X" kid £. 

(3) 


f< itfc it # 

(U) 

M 

life kid ±> 

(5) 

M 

— d 1» *. st-t 

(6) 

M 


(7) 


^ £lii 1 <nhx \ivdt^cky£ 

(8) 


citnt fetd Jx 

(9) 

&<€ 

MytLX kid £ 

(10) 

ML 

A/ 


b< General Statement ; means "for what reason” or ”why.” 

The short speech pattern 'jfj ^ ^ j)\ is used only 

after a sentence expressing a complete thought has been made 5 

E.g., a <0 ft li tu Li -t Ay, 

b. 75: ft _ii. 


- 57 - 


















In the above example, it should be noted that Xy in 
is used in place of the preceding statement !x 

t->i A/. 

PATTEHH 2 % r£ /U (7) 'b£'7 fc ( K : 9 |^[ ^ 'll V 1 ^ P? '|f 

because it is cold on the summit of Mt. Fuji, there is 
(some) snow." 

<n *?£?) C'jc 5 ) P’li'f 

cf., ”Why is there (some) snow on the summit of Mt. Fuji?” 

3 -tr v ±b_ <1_ o 

"(It is) because it is cold." 


Examples 

( 1 ) 

( 2 ) 

(3) 


" <n /L \i K1 ^ ii ±h.- // 

jb (D ±h. t<fu> 

f ^ 1 Xiz z,t £ Ij^Ay 

lAs< •6 V' 3 A, W 

(W j? f) k d v' L> ±b, bbx b Ci? i* ti '9fihj 

( 5 ) H fjjho’XM>$H Pb, ikAA"d 

General Statement s ^f) s is a postposition and means ’’because,” 
’’since,” or ”as” -when it follows a complete clause , (or predicate 
verb or adjective). 

The short form- /j s >? XiX) is used only after a question 

containing 1 has been raised. 

E.g. s A. fx i£ ^ ^ f) li j)\ 

B - jK iu < /§& iii2_ <1 

In the above examples it should be noted tnat ^ in- 

iT lo X ^ is used in place of J^/ . 


- 58 - 















c. Ifoqel Gonversation: 




'a. jig ban fi e < ji 

.B. a 1. te’MJLkj ±b <i> 

'a. ^ m ol 1 j:A/f Id v'H^L/y. 

B. Uj£ <1 i\ 

" A * # H^v|^ 1 _£*2 lY» 

. B - livK 

d. Oral Exercise : Ask your friend -why the following statements are 

true: (l) you cannot read Japanese as fast as your instructor; 

(2) two and two is smaller than two and three; 

(3) you can read English as fast as your teacher; 

(h) when it snows, the outside becomes white; 

(5) you mustn’t smoke in the classroom. 

PATTEKH 3 ijd '/t| 1* ^ vk) V' J-A d'f. 

,r Mt. Fuji is- the tallest in HCNSHUU.” 

a. Examples : 

(1) j)rL <n vf id fioZ,'') 1 ^vX/tV, 

( 2 ) Jt. flT <* 4k vl? v Ed id 1»Tt zh 

(3) id 

(u) -f/y d v 1' id £1 l- W)ti i>\ 

(5) f/ vjJ K.3 v' tff id # a 

b. General Statement: The postposition \ is sometimes placed after 


- 59 - 

















the word of place to indicate limits within which the description 
of the thing named holds true * 


Co Oral Exercise s Tell your friend who the smallest man is in your 
classroom 0 Also review the following numerical classifiers? 

*1, IAa k b. 1% 


ORAL DRILL N0„ 16 

wnlmj, \^\t lifi ife. C7^. 

‘•There are eyes, a nose, and a mouth on a face (among other 
things) o'* 

Cf., |- | £ Is) k. lift k. \3 (k) 

a s Examples s 

(1) <><X ^ 9/L \'A ¥_kkAS'> 

( 2 ) f. <n 0\sh p-id 

( 3 ) ^ a u (O ^ i- d i? ^ 21 3 ° d JL 1 

<« & £ 1 frkj^r -fr £< t y^df, 

(5) jitw a* i*i -fcv'UO ^^9 ILfe&'to 

(General) (M/Sgt) 

bo General Statement s is a postposition used to indicate that 

the substantive to which it is attached is in a series of sub¬ 
stantives, incompletely named? ”»...and.... „, etc.“ 

>^> is not used after the last substantive in the series. 

- 60 - 









PATTERN 2 


i L @ -i 2 c K if '\*\k %> z-k. ft 

,f If one closes his eyes, he can see nothing." 


a. 


cf, 


i L @ t. t th l b 1 t As. 

J'lf one closes his eyes, nothing is visible." 


Examples : 


W $ t Mb £ h&Lt 

(2) t ¥ fcft if zk f jk&if- 

(3) 3 <i r i ^ b & * -f. 

(u) P \ Ihtfh, if jf hLti. 

(?) >- k i i-tt if \i 9 I- f. 

(6) ^ is. -uMihsrf zbitvij. 

(7) Jq * if jf. rf 

(8) it id; ±< lUf. 

(9) Atfi i ^ y? if iiritbuti a* &£-r. 

(10) ^c, -f- i 3 1 i-fjf if 4> <n^ i-tAy. 


b. General Statement : The conditional form of the verb is made by 

joining the conditional postposition to the conditional base 

(fifth base). E.g., 


Verbs (3rd base) 

Conditional base 

Conditional form 

1. Regular verb 

&-T 

C ^ 

C -t if 

2. Semi-regular v. 

£ 

& t ^ 

fc it 2i/ if 

3. Irregular v. 

^ & 
~0 _ 

~C. ^ 

| ft if 

If 


- 61 - 



























For the conditional meaning, the following two forms are 


interchangeable § 

(!) |i > i -fci b 'flS It- 

(z) i* -t -fe.-g. if «<? 

f 

Note also that ^ at the beginning of a sentence is optio¬ 
nal o 

PATTERN 3 4 i/ &}±iV if ?${ < C-t //. 

,f If one does not have ears, he can hear nothingo M 

a„ Examples g 

a) %_f* 4 jIJ k ] £ ^ it # 

(2) X_ * ft4 ^ if ^7< ^ Ay. 

(3) ^ # Jrn-k tf v' ^ 

(w 3iih_ iff iK i 

(?) si ?H if 'fcr^e t ii v» ? it a,. 

< 6 > X^l^ijo A, if xlr< St ^ 

b. General Statement ? The conditional form of the true adjective is 
made by joining the conditional postposition to the conditio¬ 

nal base o 

The conditional base of the true adjective is made by dropping 
the final ^ and adding the ending M » 


-62- 

















B.e., 


True adjective 

Conditional base 

Conditional form 

fl V* 

a id it 

a ij it rf 

ct V* 

X \f :r & 

£ fr ft If 

-II. v' 

4tL fr &r 

-to? it if 


3-fcV it 

5 -t fr it if 

f|_ VX 

& id K 

£1 Id it If' 


c. Model Conversation t 

fA. kr A t -b i.k A All±J\ 

U. ]d_v\ f # v $'< 

'a. &. A fc< <*> ^ A ft 

J3. y\ \ jL /L_ A &lf it It ^( Z.k ft' jXjk&j&As * 
'a. g * &>rit If S&-T :t A A 

[b. ^\jL . @ A ft< -C i %£,1 tl AjyLii 

[a. d A £ frit if A A. 

[b. jd_v\ d a a frit if 
[A- li -4-g- if c.bhs&-1 i \ 

U. v , > jU X If 4- ut * ^iziklAA. 
[A. 'f A t it If f 1“ if 6 < &9M A. 

[b. id v' . v f? a A it if &< jim. 


- 63 . 







































Note that the questions raised in the conditional form ( 
form) are changed to their respective concessive forms (or i 
form) if deniedc 

d. Oral Exercise s Ask your friend if he can: 

( 1 ) hold things without hands; 

( 2 ) smoke without tobacco; 

( 3 ) write characters without pen and paper; 

(I 4 ) talk without eyes; 

( 5 >) wash without water« 

( 6 ) Answer the following questions: 



-6U - 













(7) Complete the following thoughts: 


2- 'lie # 14 

3- o # fj< Hi 

*• # # fi< H i 
5- 1L it fi< t i 
6. li #'tilt if 
7- rffijK fitful if 
8. -C7 # If 

?• £ # &'?h if 
10. d? ft Vffosd. 



- 65 - 



ORAL DRILL NO. 17 


pattern 1 (f^ ^ fl I t I [ fcv' h <i. 

f, (l) want to know the timeo" 


a. Examples ; 

(1) 1 iv A sX'1. 

■ 

(2) 1 -£ Lfcv' A/f* 

(3) €/^iZi (1) Lfcv' A^. 

<*> Zb IL v> A 


b. General Statement ; The conjunctive base plus HL\y) expresses 
desire. ( ^\j\ inflects like a true adjective.) 

Co Model Conversations 


A. 

h fit- zlw\ikj 'if) 

1 LfLv* A/tii 

Bo 

if X-v> 

1 1 

£V» Ay f'f. 

A. 

if AA'd' i 

< 1 i 

£ f fcji-tA/ 


IL& K ih 


Ay* 

B. 

i l IL t, 'A Al if ¥ 

ofL< 

V\$ i LA 1 

A. 

V ^ i A. v <-< A/ If Ay if 

AvA 

1 1 A< if 


fctfiNC Ay. 



Bo 

f -h l"ti, 1b L ic. <n 

If A/ 1: 

- Li L J: % 


PATTERN 2 $3 liA/ 1 ^ ^ ft ^ IS. if ZUt'Hio 

,f When I eat breakfast, I sit down.” 




- 66 - 


























.. Example; 


(1) # fal 1 ft?') fe v> B. Id £ii 

(2) A i9&v ; I- f & tl- 

(3) *fg A ^4> 9^r id ^ t Ly>£f„ 

(U) It vK Btfs-tf CE3 jfcn. 

b - General Statement : "When I eat _" is "at the time Trtien 

I eat_.« 

c. Model Conversation : 

' A - I' A £_-? t /§ ft >± %<r> I* i-t A 

A ^ 2f a. 

> B * \,w A.% t±zl M i* 

' A - & A ^ fc/a £ li #_£/> *£ 

t fctaf a 

, B - Vi * %-s A/tv ^ kj A jvjt J1 t/A toitu 

A * £ I* <9 4 fey' 8% (t ti $L l'- v'-Mf A 

f- # £ ^ l- v'-? if. 

pattern 3 li 

or (fa H d M i?As 

"We get up in the morning and go to bed at night." 

a. Examples : 

(i) &N id M &A1.- M liA/ f ibity ts-yijj 

if. 


- 67 - 

























( 2 ) 


V-h \iAj ll flf--f d ?" i* 

f\iAy li fcxil- 

(3) >xj- ^ 'f 1 ?|vt. 1 1 f4 ^ 

H* ii- ii- a •; £ -f. 

(w flf ffl -t :H d? d £1< t , ^4 -M 
li I) ll A_ V' Ay <io 

b. General Statement ; TE-form or conjunctive base may be used to 
connect Wo or more co-ordinate verbs« 


c. 


Model Conversations 


'A. fr 

ra t d 


A 0 

B. $ 

l\$4 

i. 

fi b 

’a. 0 

4vi4 

4 

fi b 

j»* a 

A A. 

V'* 

4 v 

'a. a 

A 'V 

v/' 1 


,B- ll 

v\ 6 

A< 

' ll 


ix At s 4 Li'f 
V' ti. 

2 f . d\ 

13 t" 14 A If A 

$ A 14 1 i4 \y 1A 


pattern u ^ Jf- < £ j & <n \i frbfc t v* - * 

’’Getting up early in the morning is good for one’s health.” 


Example 

ss 




a) 

a AVs 

ilif ^ 

id 



\/\ \ ks 




(2) 

4 1>(3Ay 

ti 

<D ll thl£ lx ^v» 

* 

a, r t • 




(3) 


ii f^< 


i va ^ i"i. 

(W 

Ia id 

4_ ** 

ail 

£ t- 4 #,il& 


- 68 - 






















b. General Statement: 


The conclusive base plus w (f) n is a gerund. 


c. Model Conversation : 

A * % l- <nj2_jn b -^ < <r> i£ # ftbft \'~ 

v' * A/ €i j)\ 

b. < <n ft frb f' I- Vi \ A/ 'C'io 

a. ^ frisjy. & -^v'ls vs- 

vi 'A/ <"-f 

,b. Vi >it. t 'h)& J L ky. \fjtlE4 &&t< 

i'C a ^v$% 1. It; <0 d 0 i- jb&v* 

^ -r -?* 

'a. XAs^C fch i- 3 s» * -t fA < *> & 

V ± As <"1 b\ 

. B * V' i X., jf? £ V A/ ~Cio 

ORAL EXERCISE ? Drill on the above four (U) PATTERNS using the 
following vrords: 

1. Verbs: 

a. Regular Verbs: 


4~ 

< 

%% 

it;. 

*<> 

f> L\ 


t\ 


fcbb. 

3l o. 

# ^ 


K 

& <, 

HfK 

h 

3J <. 

£ 

< 


% 7v 

bU, 


<n 


i£_ 6. 

3* 

fj* v 



- 69 - 














Ido Semi-regular Verbss 

jb.- fctfi; bx>i, 

i&fiitb t-> h. tCk fa<K%. fa-fab, 

Co Irregular Verbs? 

3/0 tt* ^h'C'nfab, 

4&£< ib, ?Vx fab, 

2. True Adjectives? 


/? v\ 

%, v*. 

# V/«, 

4” V' v 

ft, n J| 


V'x 

/’Js^c \a 

4l v* 

£1 yv 

fa oW, 

A, 


■CKvi, 

H fa w 

fa? vX 

jdL- VK 

* 


v\ 

b^ V 

fLvi 

ii w 

£ 

V*o 






3o Nounss 

tv. <$L tv 

Itb. -faibk,, tv /. X,Ayt>°o^ <><%,, 12?u 
^'Ji"A/, tf. lift. i>/\ & 

^$L ^ ill. /L. 5«<. ^ x, i A/c»b hjij^'x 


- 70 - 


lOv IK k-UJCD. 'i 

& 5X^\ fl fhJblfk 

v>*. i?x)\ A.. jMbrffc* 

% <r> ^ ^ A. ibl.,.K. jL & 

5^ *. £ tfr. t, £. -e v t A_i|_. *?<. 

&L b. $ frh&. Lks'cos 

tf'fcl K« 1*. ^9 Djt?. f. 

Si C ^ ^ $L >/7\ £-. It JL V 
-fA. sf/tf. *fc £ rf. ^L<, ?(^ 1-j. fl| x 
^ 3)L3M V w>. af. ^ at ux 


k» Interrogative Pronouns: 

fib. k*:, v/'^v fi <£. t'X k?*^ 

t' It. ^. 

£. Classifiers (compound numerals): 

^ 7k. '13^ 13 Kl3b 13 l3t% 
13 if' b'ik/. \j'<o. 

6 . Postpositions: 

ItL t\ <r>. -£t ^ x t v t t v'. It t\ 

(/^ v <. A\ £. lit t i. i. S'). 


- 71 - 


ORAL DRILL NOo 18 


'*No 5 not yet.” 

Examples Jp 6 A l<t ^ li Ay £ ^ L i L£• jK 

A. 3# ff . 

USEFUL WORDS : 

a c The days of the weeks 

Bf EL H &V. I* 

jL^tia. it)’4-0- 

b. Ordinal suffixs 

4^- q x ^JLi, ^ |k_jl 

Co Postpositions fjj 

o<7L m i- id 

(cf., <n }c_ ic. Ii 

ORAL EXERGISE s Drill on the above PATTERN and words by using also 
those words listed under ORAL DRILL NO. 17, pages 69-71, and the 
followings 

te$ a. —"^/'•L Itf a. rfD#> x 

3v'i\ a. tf. 4 « x 

pattern i /* ^"/A- <0 if9 j A A -H. 

,r Both doors and match sticks are made of wood.” 
a. Examples s 

(1) bkfc, 4> it 6 X" ($)')£) if 

(2) iUrjL i £_* -L ^ flii 


- 72 - 
























_iL A -lQ~ i_ As "C ih> tdL 

(w li ^ ?ks£ i fo'l t&k/* 

(5) ^ Id jHf & b f)b t^U 

b* General Statement : 

Substantive ^ subst. & -. "Both.and." 

Substantive b subst. ^ -^ ”Neither.nor.” 

v v 

Only when they are a compound subject or object. 


c. Model Conversation: 


uT? vv 

frgfc i i A. # I£ Jfcv A/ < i>\ 

»;JC; $7 -£v 1^7 

tfvK r- fll&vk/m. 

fokt li jMA§|_i &MO_X< iki^M 

b. \aO.. & ii L &M :b 

A ot -£• Aj » 


A. 

B. 

A. 


PATTERN 2 ^ ^ 

(1) C. < Itif Ay <F_# <k vX. h 5>i 'f . 

•’Characters are written on the blackboard.” 

(2) £> <7 f jt # V 1 < %> tl. 

•’That door is open.” 

a. Examples : 

'(i) f> f fons totl, 

( 2 ) / ftV> 1 Ai?. 

, (3) it" if U it Iflti. 








































[a*> it" # \Jq x &*i. 

(5) <n ^ % J [ id & 'C zXbL 1 fclAdi 
S 6) JA o A d & i" £k t M± 

General Statement s 

(1) v TE-form of v„t<> plus ^/ — expresses state of being. 

The combination is usually v.io (but some people consider it 
as v.to) 

(2) x TE-form of v„io^ plus fy, & ^/ — expresses state of being. 

The combination is still v.i« 


Comparison (tense) g 

(1) Zr \ 12- f if b *) i -f. 

(existence only) 

"Here is a door’’ 


< 2 > 'if Id / 1 

(intention or def. future) 
”1 am going to open the door.” 

o) dA id f i. 

(progressive tense) 

”1 am opening the door<>” 

(W d-A ii f \ b d t u £. ' 

(past or perfective tense) 
”1 (have) opened the door<>” 



iL_Q 


49 


(5) f if bAl Ml» 

(state of being of the door) 
’’The door is (left) open 0 ” 


jl 




Model Conversation s 

A. A; X $ ks id t'- I'- if A 

b. id Bdvi'- 


-7U- 




































a. i i *^jr?(M/sgt) f'f 

B - V'^A-X =f>? Lt.) ict&x &3i‘ 

A- Zi^3ks frb b T) ^ $^£{sH, P> 

®- £t 4if. 

a. * <n li ^ i* d\ 

b. M( 7it -) Aiutf. 

a. ii 'C ^vXa .v. t.) £1 ti\ 

B * W A.x # ^v’t( y.t.) #>!)if . 

ORAL EXERCISE : Drill on the above two PATTERNS using the following 

words: 

(1) Verbs: 

a. v^i f^fx #<x f?<x ^^x 

zbbX.H>. £f&x !✓»*> tw, 
fix «/✓£< fix 

b. w., £.*» fcii. <n -&x ££x ^'*xfc<v 

lifcx «<• &Z>k>. ikfcx 

Z,foK~k>- 

(2) Adjectives: ^V'x ^CV'x x£- 

(3) Nouns: <^ v t/TU tt 3 *K ** 5 Ax frlb, W< 

o). |l v @ $$ N #*h £; i)>0^ »^x fr5AUJtx^x 

and those on pp 70 and 71* ORAL THILL NO. 17 • 


- 75 - 









ORAL DRILL NO* 20 


pattern 1 >• Jf| t i % V 1 -f, 

"ICHIGATSU (January) is known also as SHOOGATSU (January)." 


Examples s 

* > e , <H5 ^ 

(i) aft a ii 0 jl± 


iir. 


( 2 ) Ca id ti^vi-f. 

if-9 i 

(3) . i3 iWi <0 Jf _Li. 


IvH 

(i*) v' 3-” id ''^3db> y ) v' ii - . 


;(S) ^ VI U Id 


liDw t 4 ^ 


Zr t (y ~Ay folsj 

w id 

ft* M: (At ^ 

(7) A. i 11 A-* a IvH, 


PATTERN 2 A. ^<l>> <T) HL \i ^ < l" U) A 

"Do you suppose that the cherry blossom will bloom in 
March?" 

b. $<b r> wl, \i i' 56 £ Li2 A 

"Do you suppose that the cherry blossom will bloom in 
March?" 


a. Examples s 

(i) b <n C £ 1 % >d - ^ ^ *> £ Lij i\ 

J2) ^ D £ ? ^ id i ^ ») dlid ;k 

'o) ■<?./> iL ii ft* r u? a 

jw ^<9 t£ id M t-ix'i i\ 


- 76 - 






























' (5) 


0 

ll ^ 


fs 

<" UX^in 

„(6) 


0 

id 

j4* 

& n 

t ILh i)\ 

’ (7) 

Pt 

ff) 


id 

A 

i iixh i\ 

J8) 

it 

<n 


Id 

: A 

i ^T'x' i bx'o 

' (9) 

jIa 


id 


h < UC7 fr. 

ao) 

J-A 

£ 

.3 

id 

$■< 

tot i 0£i 


b * General Statement : To express probable future or conjecture by 

the speaker, use: 

A. 1st person subject plus 3rd base of verb plus X. 

(See Note 2, below). 

B. 2nd or 3rd person subject plus 3rd base of verb plus X . 

C. 2nd or 3rd person subject plus 2nd base of verb plus £ 

Note 1: Form B is preferred over Form C. 

Note 2: The pattern 1st person subject plus 2nd base of verb 

plus ^ UX ^ expresses the sense of contemplation or 
determination on the part of the speaker. E.g., 

<« ^ ta t) M toztut 

/ ? s - 0$1) 1.V' f? 3 d 7. 

c. Model Conversation : 

'a. id ^ a i li i>\ 

V B. J,n i* %[± 

'a. i jii £U2>. 

id: ^ > ft v> 


- 77 - 



























' k - jU <0 $ < b <0 li ? U 7 zK 

,b- i £' ? v t ^ 5v tf ir? . 

'a. ^ $ ii id ^k_ <*Li 2 h 

J 5 - v& ft \' ii *o t fui 

do Oral Exercise s Drill on PATTERN 2 using the words appearing in 
ORAL DRILL NOS. 17-19* and the following words? 

jtt?'? f li ;?<* O '<f h, 

4-. 1. *0 4-. #vl 'H, O < 

■"O ft, ikk Uv'v J>ov\ 

b AA As, % o k- , jr? b >), 1L> Hj . 


a a.3 lb ii i£ O'Ayi OjO 

”1 suppose that the flower (blossom) will not bloom as yet." 
a ° Examples s 

(1) bf) #<CV li 13 ^i| 1 JU CV'. 

( 2 ) id i ^ s v'. 

O) id \d —^ i, _f)&1X\£}. 

(w fc o A. id #L !%■ t Jr* s v> . 

(?) & li 1. tililw. 

(6) Jb <0 Jg id t id' % v\ 

(7) f) <n id 1 - £1* . ft w . 


- 78 - 































( 8 ) 


i? li C? Ay li Jg A iS )/}_• 

( 9 ) a li th £ & v\ 

( 10 > £> « li 1*f t i/& >/i. 

b. General Statement : On form of verbs: 

(1) Abrupt negative of the verb is 1st base of verb plus £\/^ • 

The following form is more polite than the one above: 

1st base of verb plus £l\,' (Ay) ^ 

(2) The abrupt negative form of $) fo is fiv' (not £>t? Ts. v> )• 

E. g ., f) fain bb —> f k'tt 6v>. 

(3) £ inflects like a true adjective: 

c. Mode1 C onve rs ation: 


'a. 

h HA -Jk \ ££ ft ^ t>\ 



B. 

t) ft fo # foVt-tAy 

Jrc 

lb ^ 


(Ay) t" < 



'A. 

in A' k ii t"s is fcv 

r' < 

#)*> /k 

B. 

N 

6- V' (A^) i 



'a. 

to# & # fe ii ft- ii- 


Bj 1 £ v' A, 

B. 

li v. £ i 




d. Oral Exercise : Drill on PATTERN 3 using the words given for 

ORAL DRILL NO. 17. 


- 79 - 






















PATTERH k A. 4. li 4K. IL il jh 

’'People (will) start out on (or for the purpose of) a 
flower-viewing excursion.” 

a. Examples ° 

(1) U- 11 r- 'S.AsUz.n \> tfLW 

(2) fc.fi A ll a j/ylf ji fPM j A. 

(3) J? £ V’ :? A A ^ A j' Lfi , 

(W fc )i 3 A A A< _!A ^ £ L~fc . 

(5) j _ fc — 1 j 

(6) *a il fifi HA i fAS i± UuUi. 

b. General Statement s To express purpose or reason behind action of 

going or coming uses 

2 nd base of verb (purpose or reason) plus plus verb of go¬ 
ing or coming . 

Note 1: Y^f here is a postposition denoting purpose, ”for” or 
”in order to.” 

Note 2s Noun plus plus verb of going or coining often indi¬ 

cates purpose. 


c. Model Conversation s 

' A ° fc fi A ll fL 'v 1 _i_ J2_ £jL±M/>\ 

,»•. ^ 1 lA 1 / 1 i2i AA'J 1A 

!• fcfifi il V'"? AvA 1 JL i* A l - f A. 
s B - fiAiAA £. iv'/yfi 


-80- 


































A * Jc>&£ Id PLf) jfoz'n r- 4$ i t k jfcdufc jfc 
, B - tf 4k 1 6 *> V ' i! &. d u it . 

Oral Exercise : Drill on PATTERN I 4 . using the words that have ap¬ 

peared in Lessons 1-20, Standard Japanese Readers. 

K « id I'siX A±L A 

•’People return after it gets cooler.” 

a. Examples : 

(1) M1 Ih ifl iiA^ t d 

(2) ^ tf Ay i 4 -c 1 Jjz i 1 

(3) ^ 1 xA+X th fiUii is. 

(6) I* fldvUt 

(» a ± Ak^LAkt^ i'M a. 

(6) fL r- M*2-L±h. tyi&ks t 

b. General Statement : When you wish to indicate '’after doing.” 

use; following TE-form of the verb. 

c. Oral Exercise : Drill on PATTERN *> using all the verbs that have 

appeared in Lessons 1-20, Standard Japanese Readers. 


- 81 - 

























ORAL DRILL N0 o 21 


PATTERM ..- 1 . a, U' S id A 4- a uf^ 0 

’’Yesterday was Wednesday,” 



B. 0 

^ 0 

ii t x oZs o 

n a 11 ft.. 


"I 

went ■ 

to school yesterday,” 



Co 

^ 9 

id & 1 A 

A < 1/ 


”1 

dicin' ' 

t eat fish yesterday o” 


Examples? Present or Definite Future 

Past Tense 

a) 

^ A 

id 


c. A id A -t Lit* 

(2) 

* it 


£ fl 

(it 1 d fufe. 

(3) 

jb A 

Id 


AA id In <" l/£ t 

(W 

& 

1 k 


i # >& d Lfc. 

(5) 

v * -r 



V' f r id Ufc. 

(6) 

^ i. 

£- 

£ i* 

^i 

(7) 

dA 

ii J 

1 < id bWU 

z.£l id ,llj {"id fc 1 / 
£&hs <” tfi' 

(8) 


ft, &JLh. 


(9) 

SJ < X_ 

hy£*£ h. 

>**. £< MddAAA. 

(10) 


i ^ < t^As. 


General Statements 

To form polite past tense: 

Ao 

Change 


to {Li • 

*• 

B. 

Change 

£4 

to £\s is, . 


Co 

Change 

t-tAs to iALky d" Lit. 


-82 - 

































c. Model Conversation: 




X. 

fofefc 

li wo i<n fioVi (d- 

h. 

Y. 

S 


Itf ic- slULfc. 

X. 

PLX) 

fro Vi |C- \.1g |C- 1^ 

IS. fetltfo 

X- 

>'/- 

? > F i* ^ i 


f X. 

a’f a 

LA/^n/./ £ iL£ 

■ t>\ 

Y. 

£ 



'x. 

Jr> # fc- li i'Lfc. 


Y. 

k 

ii v\ 

iA ii ahcv' ae. 


X. 

XiXSAy * I'U-fc A 


Y. 

k 


^UdAz li #<£V fii Jb !)£•(£ A^£'Lfc. 

Oral 

Exercise: 

Change all the verbs that you 

know into their 


respective past tense forms, both negative and affirmative. 


A - l iAs in ij 1^ "i^f i. l/t L i'- d\ 

”What did you do before breakfast?*’ 

b. M \1L t j[ n M t Uut A 

”What did you do before (you ate) breakfast?” 

(Cf.: |tj y, and 0^ |i-) 

a. Examples ? 

'(i) jyh id :<n jj XA/dJ:? LiLft. 

A 2 ) iff r- XAy3j:i? lilfo. 

O) jL v' jc <n it ^ 

(w t Jt <> ii e- n ^ ft* 


- 83 - 




































(5) 'Kk/*£? <T> |c- ty'o \&h t 1.^ dL-f— 

„( 6 ) '\L>*>i~') j_k #?idA/ “t 

(7) f i>, >■ta ^-p- 

(8) JT fc ^ fc iffr l^ /j 1 

General Statement s The tense of the adjective clause that raodi- 

fies $•] lZ is determined by the tense of the main clause* 

Model Conversations 


✓ 

X. 

Jr% ii-C 

* 

v> ' 

1. \yt \sV> A\ 


^ C ifr 

1^ 

1 \AstfXi IduA. 

*Xc 



fj i 

\'- 1 Udl-fc. A\ 

Yo 

<Ay.*U? 


"ii 

i- o? £ < t 5A/ift/i 

/ 

Xo 

^ A/if a 

It 

) ■* 

i»f 1 L/i u A /)\ 

Yo 

3 As 11° <0 

i 

I r~ 

>?>? iiA/ 1 US.. 

✓ 

X. 

tyl Id Ay 

i 

£. 

^ iffi i'- 'ffi -1 Id u -A. 

J- 

$7 Id Ay 


iu 

|s l/A/AAAy t X&Aisfc. 

Xo 

ly A/ ^ N 

i 

Xt 

t\ i- M 1 li A >„ 

Yo 

* A 11 l 

✓ 

idfc 

A> $ d l- A„ 


Oral Exercise s Drill on PATTERN 2 9 using the words that appeared 

in Lessons 1=>20 5 Standard Japanese Readers, and the followings 
•~A/ L'fy') 

'M. 'Mi viJLMLit 

4' a- 4*1^^ 

f^iAA'A/X t f A N L/ v k UK 'jxtji %>, 


- 81 *- 






































ORAL DRILL NO. 22 


PA TTERN 1 J/n ^ |£ y,' 4 j^')Z>' > ) |S- 4^ 4 4. 

f, We go to school on foot." 


a. Examples : 

(1) 1^3A/ li At 3/vlf Mi. 

(2) it>4> -tt/v-tA' li 3 l? t, A. if. 

(3) iK-CV )4 C-L# N lj 3 fct?v>4f. 

(w 4 a ii it’ t fe>i< 

(5) 'i ^ t Mzl-ffii' 

( 6 > ^ # jL^t ini. 

< 7 > d £ 2_k^ i* 2 1 H-? 4 Ut. 

(8) fc/7 A. ii in" t uo < t 

(9) -3-iA >- 4 43* V' k ^4 

(10) foL M 3a It. <?vt ^4 M~. 


b. General Statement : Verbs in the TE-form are often used as ad¬ 

verbs of manner or condition. 

c. Model Conversation: 


'x. 

kkt~ 


Y. 

v' t L 

. # v' 4 *4-* 4 U6- 

"x. 

PK-h 

r- li ^ 1 

J- 

i 

4 HD 4* L/ ft-. 


- 85 - 




























X. ^ t oK 1 

,y. -> X, It 4 <> jt-C di * ^ ^-A/ < ^ A, 

'x. &> & ft A' »d ^ ^ & # i- Ja^?A/ A 

£ 1 4j^t liii. 

Yo £ 3? "t" i 

do Oral Exercises Drill on PATTERN 1 using the words that you have 


learned in Lessons 1-22, Standard Japanese Readers. 


PATTERN 2 


Id W M- ic. — 

•’February 29 comes once in every four yearso ,f 


Examples s 

(1) 0 


at a id 




%L iL£ 'f. 


( 2 ) 

(3) 

(W 

( 5 ) 

( 6 ) 
(?) 
( 8 ) 


d id ^ fl i- -- £ df„ 

Id — 5- 1^ ^ /It 


Id J - te — 1 fl ^ S-1L. <T)Jh £1. 
21 13 I- A- j)LU> A Ay (3d I- 


4a id --- g 
dA ii ^ i 


i-- f«1 Idv b i i. 



jr^t 


id — & ’Z-0. x>z,i 5 12. 


bo Oral Exercise s Drill on PATTERN 2 using the words that you have 
learned in Lessons 1-22, Standard Japanese Readers. 


3 A. foil -I- fl j. affai r U^. 

,S I study about five hours every day 0 ” 


- 86 - 




























b. li 4 ? M i- zb m 

W I get up about 5 o’clock every morning.” 

c - fa id %■-& jL at fel (ii) iH 

”1 study about five hours every day.” 

General Statement : 

1 . and S ~h> are postpositions. 

2 . %_ means "about”* or "approximately”. 

3* A) indicates only the " approximate point of time ”. 

U. is used like the English word "about” or "approximately” 

and is placed in front of the numeral. 

ORAL DRILL NO. 23 

PATTERN I jl j tH t" liif ^ hhziHl (£<>3 

"It does not snow very much in Kyushu." 

a. Examples : 

(1) d Ui'oA V- id ks $ foLi') {fc\Zh)fe>t£k/ x 

( 2 ) fiL D j)\'>Z > ) fciibbv' fi hht') (fc<$fa) 

o) £ ,i hhM (fe<^A s)<otz^ttfkbktL. 

(W id bksi>) %-< f H i- ^ 

(a jet?* id Mi 1 ) Jo?<t <oii u fikb 

j-g. Ay. ^ 

(6) £ -t (£<3A/) 7 1^d. ^ V/' idd^A- 

/V\\ c- - ^ 

(?) d hAsi is i ^ IX ^ ^ 


- 87 - 






















bo General Statements 


hki*) is often used with negative of 


verbs«, 

c 0 Model Conversation s 

'x. yen / iX t 4 v' % A/ tf 

j- \i V', id £1 bki3. ^ 'i v 

'x. f vt. 2tL i- k 

j. >> X., foA/dt >] b-K t ^ v < -t ft 
& #\ i -e Aa 

x ‘ f jfu-C* d 1 7 v — <* WJH jK 

,*• v^x., ;?>—<" it Mi £jl $)<< 

-S k ^ & l\ £-£ Ay. 

do Oral Exercise s TDrill on PATTERN 1 using the following wordss 

'^K i /\ it 4?, Jb Id 

l-w A5w, /K?v' s 1foA 

*1 vv *t<. MCA 


A - fl ]i 1^ il. It /C1 

”Japan is like England.” 

B * d * t # j id i^t 

’’Japan and England are al-ike.” 

a. Examples s 

(1) it. \i_ t?C/V^ k \± t< 11 & t I - , 

(2) /It <o jL d 1ML ii/< I^t MJl » 

(3) jL^> 3% _t jML# <i bkt') (K) I't M*jj . 


- 88 - 





























(u) hoj.i d. i* is< Ml, 

(5) V^jJi jl Ji\c, i»< # d* . 

(6) bo |s< 

{7) Jo*) Ail JAa.ii K i^t 

b. Model Conversation : 

x - fo&fc jj Ay js-_ lt< MtlJ s . 

J- t-fifut' =b ■j-ljt id i» .tt ist yjl^l 

' x - hur^ o Poz, > ) is id fegfc is \iM LtMih 
. T * V' i jL 4 kM' 1*< 111 &h K d Ml - 
^ jy^jd g^ki% >, &*? . 

"English is different from Japanese." 

(b. _& ji 

"English and Japanese are different." 

a. Examples : 

(« & /? <o jL MHJS 2) L J bhl til ’ 

( 2 ) lycy^ \i fon ^ Ha! 

o) < f& /) ji ib ig o &X) i 

W Ji M?Ay t 5t t" 

b. Model Conversation ; 

'x. ^ <r> #f id Ji foftfc- o 1 l±lJzAAJ\ 

T - id *>&fc_g t MH&LL 


- 89 - 








































'I. ^ tf %-wAs C'i />\ 

j- i k, jl %vf) b (it) ??ftzX $£J. 

Co Oral Exercise ? Drill on PATTERNS 2 and 3 using the following 
words s 

#J*h ft* itl ^D1, 

'i ® >kv. ^'»h>v 

iv fjSL J? ill. 7 ? >A v S Hi 

p A™ A & li fro bl 

”1 never speak English o'* 

a ° Examples g 

a) & ii d - -? u< Eii- i <n^ 

(2) ^ li )f ? bt & 1 ^ ^ i-t/y. 

(3) 1a ii it -7 Li ill <n^ &*L Ay„ 

(W ly il 1 o Li iy. A/. 

(5) i-r-o u <. <n ^ i £_?< id vfri'^X;. 

( 6 ) ifro b < i- 1; < il vitUA« 

bo General Statement s ^^"*9 L/ ,,never,f always requires a negative 
predicateo 

co Model Conversation s 

1- ill <oA, 1 fiiw. 

J* ^ li if<> bb ifr ^ y-/u 1 


- 90 - 























x - fofch II ih b. 

, Y * \f o U"C 3 — 4) f) Jh j -tf /y» 

£4SSLi A - & id a^vf$r a A*;*4t>u 

,f I don't understand Japanese at all*" 

(b. fa \t ')/ 1> b fa 1 ) it. Ay.) ■ 

"I don't understand Japanese at all*" 

a* Examples : 

(1) fad $lf i. j i-zA/. 

(2) ■eff. *h d fa i, ^ l i 

o) fa n u ht' A kHZJ* 

(w id 4^i fa<izk, <i%. 

(5) £Ay£>) 4> 

(6) ^ 3 id l3 1. 'frokb £• £./,> <"l/fc. 

b. General Statement s ^ O \fa £) or tyl/h "even a little" also 

always requires a negative predicate* 

c. Model Conversations 


X. 

$L 

idA i A 

Y. 


<9 -? b * 't: < t Jih < i &. 

/ 

X. 

t' 

; ^ 7 1 ^ lyA A. 

Y. 

t- 


y 

X. 

at 

11 A 4 U ft. A 

Y. 

* a 

~Ko o 'c* t k i ky 'L L/ » 


- 91 - 























do Oral Exercise g Drill on PATTERNS k and 5 using the words you 
have learned in Lessons 1-23* Standard Japanese Readers. 


ORAL DRILL NO. 2k 


ngmi \i ^ iff fa mu ft v 

”1 want to drink something now.” 

a° Examples g 

(1) M £ f-V' h<1. 

”1 want to eat something o'* 

(2) li_± 1L is 

” Some one is in our house.” 

( 3 ) 4^ <n it. v^ ^ fa < ~f.? 

’’Please come to my house sometime .” 

(w It ^ 1. &?■? < fe i i 

’’Does anyone ( someone ) know Japanese?” 

^ iCv^iuri 

’’Let’s buy one or the other .” 

(6) r K fa 1U'iUr$. 

’’Let’s buy one of them 0 ” 

(?) ^ r- 

’’Let’s go somewhere .” 

bo General Statement s An interrogative pronoun plus (KA) is 
often used as an indefinite pronoun or an adverb, ’’some- 


- 92 - 























• Model Conversation: 


'*• htit a W fa 4 -t jtifc fa. 

J- i l"lk, 

x. jg fa £l^ fa t 

J- 11 v\ 3 -- te — -t ^ if* V' iLfc.. 

x * y* o jfly It. IL is- Lf9. 

J- >#. <9 B tff a id v ^ C'f ^ 

*• ife ^ (jMtO) *&< fisti fa. 
j- $ *?. j:< 

'*• fciat id ifl 4^fc 4y i t&t fimh 

J. liv'x <€b(T) t ^aU'-'h £ d|jV( 

PATTERN 2 # * tjjjl tv» «t I* (i H-/f -7 1 jjj2 

JU L± L i f A±Aj l A /. 

’’When one wants to cut something, he must use a knife. 1 ’ 
a. Examples : 

(1) W fa % V' fsV' fit I* ll fi’J 

( 2 ) ig jpV fas^v at p- ids 6»j 

o) a ^ M-tfv' id a^sit i’''■%&$ fi'itvii 

(W < kh at is id^<fe Sd^jf 

(?) 3t:v' at is d tg t m?il± ihjllMicAy. 

(6) id tlK d. £± fcpfiK. Il" 

( 7 ) tffl a ii £-flS. a ^ is- jLflnt^ui* 

/& >) d -c 


- 93 - 



























(?) thVo \i A< fijti K. li" ft'Ji-CA/ . 

bo General Statement ; To express "must" or "has to” use: 

Ao the first base of verbs plus I ^ liT tVji'tt-ks or 

Bo the second base of true adjectives plus ^ tf" fi *J 

The following patterns mean practically the same things: 


a. 

Ci' 

feifJ'L li" 

bo 


S< t 'I V' if Ay. 

Co 

11 jfc 

t 'I At if v'lli^Ay. 

do 

11 * 

fi< l d kviJLkj. 


Co Model Conversation : 

'x. t'flLx.V'A i 

j. i. i ft 'til yjjzMjch frb 

U< it # £ ky. 

'x. {Asflb* 1i$icAy 

x. ii tvtkjf 

tZyJjjLA^ -h'b H 0 /- Li L£ f. 

X. If a « aL li liftb 61-bk if fcl&LL' 

fl'b \ <n >&. <r> tfu li Li L=r f. 

J- *>) <1 \kyTib K'n itun. 


- 9U- 


























d. Oral Exercise: 


Brill on PATTERNS 1 and 2, using the words you 
have learned in Lessons 1-23, Standard Japanese Reader, and the 
following: 

tib. iki, ?<, Ist. kb. 

<£' i f). *)AjC\ fiU 

Jj-frAy. frkrtkt. ft. 

\ii h-As to. o £ . bftb. ? >£A^. 

PATTERM 3 A. ^ ^ •fcv* . 

”1 want to drink water.” 

(B. iv 1_ fev* .) 

”1 want to drink water.” 

a. Examples : 

(1) f), #_ ^ ^ y . 

(2) 

(?) X- y Jl JL fc vk 

(W £ V' *>' i_ fe_kl. 

(?) Dk"? £ iL KV' fcvj. 

(6) U’H K V fev> . 

( 7 ) a#vi% u fev> . 

(8) 0 $^$fr ^'^As$x > ) ufcv>. 

b. General Statement : The direct object of desiderative verb forms 

is preferably denoted by the postposition j6*\ . (Some Japanese 


- 9 $- 


















grammarians, however* classify any substantive qualified by the 
postposition j/)^ as a subject*) 


c* Model Conversation ; 

'x. ^ itf A ■tv’ A/ 

id v', ft f)h- dL v A./1f. 
'x. id d?f i iLX? /K 

J. fcV' At. 

PATTERN It 0 L* /A A A? V' fc. 

,f I am thirstyo M ( ,v My throat became dry. M ) 

a ° Examples s 


<i> a ^ ^ i id la . 

( 2 ) f) 11 sb a. s 

o) — i ^ v ^ . 

(w # ^ la -t 

(5) <>< X. n Jc- i*- %-2 ~fe-° 

( 6 ) r L Ay l- b idj L %2JL. ° 

™ hAg ~. 

W £fc" i f* M fc > 

( 9 ) JTv A. i. IL fc . 

d°) ^dfs A Id A. 

(ii) Jf<, L fc. 


- 96 - 























b. General Statement: 


To form the familiar affirmative past tense 


of verbs 3 simply change or ^ of the TE-form to H or , 
respectively. 

c# Ora.1 Exercise : Form the familiar affirmative past tense form for 

each of the verbs that you have learned. 

'f>t & H v t v*-1< Mil. 

’’When I am thirsty, I want to drink water.” 

a. Examples : 

(1) ft* id Pi S'5 H Hf K ^ t oh&l. 

•’ When I get up in the morning, I drink water.” 

(2) i$ fi ih & ± v' ft at j id Ay if n< Mil* 

’’ When I am hungry , I want to eat meals.” 

« c id M a o t a ikJtl. 

”We pick strawberries when they become red. ” 

(W c. K id H h~iz. ± <i. 

”This is a broken chair .” 

(*) jb V fc, 1 ly»< 1f3v\ 

•’Please shut your open mouth .” 

d b a% i» 11*' ft-? i*. 

”We go out to see flowers when they are in bloom .” 

b. General Statement : The familiar past tense form of verbs is 

often used to describe the state of being or condition just as 
the past participle is used in English as an adjective. 


- 97 - 

































ORAL DRILL NO. 2$ 

_____ Wo 

PATTERN 1 pQ f) ^ li d £ ft jft y\ 

•’This book is wide." 

a. Examples g 

(1) 1L ti /L # 

( 2 ) hz, d _ ft £l v^ . 

( 3 ) pL <d £i_d £_ii 4 Lvi. 

(« jtb « td id ^ ^ -k^ w . 

( 3 ) jb ^ A, id ^ A Aa v' . 

(6) pZi f) £ l'/ d jfofo ft * A. j? yv . 

( 7 ) -fc v t- iy — d -K fL ft X )j± > 

(8) pft <T> o<L { £ ft 9 A'2 v> . 

(9) ’Oiv# d -fc (Q A ijiiJlkdd- 

d°> o Id & ^ iiijii. 

(id it d %&1 ji_£ to t v' (,As<1). 

\ j. 

bo General Statement % The postposition has no exact equivalent 
in Englishj it indicates the topic of the sentence (notional sub¬ 
ject) — the thing you are going to talk about. The best literal 
translation of is "As for". 

Co Model Conversation s 

'*• hfib I* X- ft 4v> <i ftb Vl If pjft 

- Y - i dt\ \ih-Z 4 jMi J Jf ftb S4t: ftjkA 



















































' x * in t ofrbls. '1 h. tf' 

&9 i-i A/ Ja; 

T - ^ (0 y? ^ila id tL # ibiv’ irb ii 

x - a ^vi# id I 1 ^ 4 s x? v' @ i^ kbv XI ho 
j- dvt'ox'ih. 

d. Oral Exercise : Talk about the physical appearance of some actors 


or actresses. 


pattern 2 A'5v '%-3\ kb &W"/I' <r> ic- 

# £ Ik & i . 

w If it is a small dictionary, I can put (it) into the 
.pocket . n 

a, Examples ; 

a) ^Lv'tb 1L< £|Ui 

( 2 ) Jib. 1- -t X 

( 3 ) $ flf. fib ^ 'fix £ •£ /b. 

(M — /i^ £[£9 li V' U fa Jj* £ lj o 

( 5 ) 5 , - 0 ^ 7 1 t b # o X & i 4 . 

( 6 ) a ^ $& 1 -t # £lu 4 . 

( 7 ) fib 'k < < 4 V * Ay <' 4 . 

(8) |ff U\n iU fi b N f v'4 IX X 

(9) ^ff tv' (n} S iA 'ftl < i tx 
do), aft g fo&h $ 

b. General Statement ; £ ^ » ” if " or " if “ is ’" iS Used t0 

denote a weak conditional or subjunctive meaning. It is usually 


- 99 - 



























preceded by a substantive or the present or past tense form of a 
verb or an adjective. 

Co Model Conversation s 

x. htt ii <n£ ft Irbv* &*&)£& ft 

^o ii ~~\\s fib v * A/ H1 ^• 

'x. «? — /!✓ id h1i€Ay ft iKtJz foHi> 

X. \i' /l/ fa V' Co) & - iv di- —if v’ f -? v'o 

d. Oral Exercise s Drill on PATTERN 2, using the words that you 

have learned in Lessons l-2£, Standard Japanese Readers, Vol. I. 

PATTERN 3 \i %^<[) Vfr 1 'taJs_IUl 'ijLvfj. 

•’Dictionaries are used to learn the meanings of words. n 

a ° Examples g 

(!) LLVo id % 1 4r< e- 'dLvii. 

(2) 4 Id d tMiUi tv-H. 

(3) li V' %- i JL Ip ff) v* b ft fa i. i. 

(w Id 4<tf)P ^cAy 1 ) <1 

(5) -f 1 ■? id d'fl i iff fr is ^A>') <"d. 

bo General Statement s 

Ao To express the purpose of an action other than co mi ng or go¬ 
ing, use the attributive stem of a verb plus (f) . 

B. To express an English infinitive used as an adverbial comple¬ 
ment of an adjective, use the attributive stem of a verb plus(7) 


- 100 - 




















plus . 

Eog«, "Japanese is difficult to learn ," 

li fob 1 (D 1^ t f iS\U^ 

c« Model Conversation: 


/ 

X. 

fcftfc ii #13 ^ 111 t 

u* d\ 


(See PATTERN U, ORAL DRILL NO. 20) 


JT. 

!A li •<)'.* V' <£■?! i ^ V 

1- § 1 ufc. 

✓ 

X. 

1«I C f $] 1 |v *uf- 


Y. 

k 

^9 V' i- % <0 /«• 

•\A/D <1 frb if. 

X. 

I'fih, t* i <n 

£ v i u £• 

Y. 

a)';? v' ^31 i^X < 

<9 1^^ M ff 


d. Oral Exercise ; Review PATTERN U, ORAL TRILL NO* 20 , and compare 
it with PATTERN 3, ORAL DRILL NO. 2£. 

v. 

pattern h & v > <* "f 5 V'. 

"Please do not come tomorrow." 

a. Examples; 

a) t'br %■ * bAA± £ 1^ v '- 

( 2 ) t. r 

(3) £' 9 t" U 1 i fa v' f’ 1^ vi. 

(W <0 <" 1 fltfcv <’ yi. 

(5) £' 9 € TL fc- & v' ~C “f ^ V'. 

(«) i it< & v' <* ^-9 i* fc. 


- 101 - 


























(7) d if b i bji^jC tK>) ilk 

(8) 0 ^ bsL ii It) 4 *As$xi l&v-c' 

bo General Statement ; 

A. To express a polite negative imperative* attach 6 V’ "C 

f^V’to the 1st base of the verb* V'"t is an inflection 

of the negative 1 &\/\« (Compare the following example with 
the above Rule A and Examples 1 to 

f t ^ 'f < ii YdlAdJzd. - 

’'You must not open the door 0 " 

B. ' fiV < in Examples 6 to 8* (1st base of verb plus Tj.v'C 
plus verb) is equivalent to the English preposition "without" 
in "to do — -without doing —— 0 " 

Co Model Conversation g 

'x. i i rK tfM ij-jfLd* fijuhtA/jK 

\i r: ^ 4> f 'It 

jo II * 4 i* tf f I* 4At 4 

'*• v » z.. b fl k- x.iK v' -c f ^ vi. 

j. iiv\ 

' x. ^ 7 < 4 a f * MJhi£ t%>. 

J. ilv> J:< /5 v HLt- 

do Oral Exercise s Change the following verbs into their respective 
forms and use them in your free conversations 


- 102 - 

















niz, ibiz. 

Hb'n, 3l<. ii^ v ^<. 

&<- f^<. If. &>$. SI t*-e>. *?£. 

il_*. ^f s fi*>. \ifcb<. 1f<. tlb, VDb, 

ilr tf*??. £t ^a.-feW.* 

fci'Tfc.. l/*?*„ $_,>&. to*. 

KjH. 6. £&. Juft. ;&?*, i !✓*?*,** f <&. 

?/✓£'? f 6, 4LAs 1L< ih. ik.b, 

<As$f > ) f bs Vx ^'9 f z>, bn 6 ft> 0 

pa™ 5 ^ £l li jj <1 £ %zb fojs\U 

"Please tell me what this is." 


a. Examples : 


(1) 

V' s? 

> 

<te ») Z*. k/o 

(2) 

.ft <n 

va ii 

tfbi b **->< fail b 

(3) 

£ £ 

>•> fob 

b fo y t jl A/. 

(U) 

& fr 

‘ 

b 'b 1 it Ay. 

(5) 

£ n 

t b b 

l±kbl j^v>. 


- 103 - 

















ORAL DRILL NOc 26 

pattern 1 j|_ #L.t> t* i V'X <i, 

"Horses run fasto ,f or "Horses are fast in running 
(More literals "As for horses 5 running is fasto" 

«*•». h il $r<s JL') i > 

a» Examples § 

(1) J:_ d frt v A; <± o 

(2) ^ if/ <T_ 'j f't . 

o) i4 ^ ^ ^ jo ^ v /A < 

(W -jj b v ^ Ay \i M ^ if ^v' Ay ~f f. 

(« ii €A/A< a< &1mlL -£3* 

( 6 ) ij rt ^ ^vA^ -Alb 

( 7 ) ib ^ lit *bi; ^ v h <1. 

(8) 4Lkj&v d f : t A - ^ v/' AX'-f, 

(9) 11 b.v> ^t A' ^-y AyAf, 

(“) ib <77 yy i4 K*? ^i: A - <• v> Ay A 7. 

bo General Statement ; To form noun equivalents from verbs join 

to the attributive base» The particle (T) is sometimes substi- 
tuted for i b • E.g., &) 1 <77~fc <77 A \/A/fe 

Co Model Conversation s 

x. ferift. ii 94k i% i if. is a IvA/ frfo 

Y ° V/' ^ > jj/fc li £ f V A/ ifeir C t il 


-I0l<- 





















































✓ 

X. 

ii flfvllr -t 

^T< it ^ * v Ayi'f/b. 

jr* 

liv>. ifOAy li 

b dr *, if 




X. 

li / fi i 1 e it % & iz 

it li Ay <f #V 


10 Mir i, fib? it li 

hhll £') ff t* Atv 


Ay <"f. 


Y. 

V' A., £ 9 bi? £>!)>£^ Ay. 


d. Oral Exercise ; Form noun equivalents (gerunds) from the verbs 

that you have learned in Lessons 1-26, Standard Japanese Readers. 


PATmm _2 A . j bhr* <r> fa. ^ fan fa Ji_ $ £ <■%. 

"Tour book and my book are the same.” 

b. lb Ml <o K \L fa <n fvt_iHc <1, 

"Your book is the same as my book," 

(cf., t t li feii. 

ii %— t fail* 

See PATTERN 3, ORAL TRILL NO. 23.) 


a. 


Examples : 

(1) #jll n 

( 2 ) ^ 


_ m <n && jL ^ c if. 

fa f) (o ii_ if] ir if. 


(3) /b m b-\iL l %<o ir&h ji_ if] i; <*•f. 
(U) ji_ $ j>_ $ c if i\ 

(5) Af. jd_ & L l- $ & <" f fa 

(6) -a ji_ _b_ ill i>’ if fa 


- 105 - 





























b o General Statement g 


and 

A. "A" fc. "B" Id 

(Compound Subject) 

B. "A" Id "B" 'O jfj 0 'C'f, 

as 


$ o < 1 . 


co Model Conversation s 

■'x. ^ Ot> \1 1^1 C ^ 

>!• J b-b^< fail* 

'x. _t % <0 it) j2_ it) U 

^ ^L- v it) D t i^- jb^^-cAy.. 

tu ^ t" id. <n ^ ^ x^ \ id fg|C d"fA. 

j. ^ 3-. A_<o t 4" o ^ * jd. •*? j£o\$,£i. 

i. f h t h.. % f> 1 djD U iff 

J- v*\ jL. ,1? @ g ii JX 

it] i ><"id #>•? £ -£ Ay. 

do Oral Exercise s Orally compare what you have in your possession 
with what your friend has in his possession 

pattern 3 )f| < I i <0 $ n 1 2 ff . 

,j They say that in certain countries (they) eat horse meat o' 1 

a ° Examples g 

(x) efl a ii ^ rf. 

(2) b<D 0 £ '7 % ii -t ^ 

-r-f. . *, 

(3) 14 0 ifs o* f ** * \'1 ff. 

(« b<n A. rf a^Xi% t fe? ^ ^ %'n <1. 


- 106 - 
























(5) 


kfajy <St D< % y fey & ffo 

(6) j ttf) y$ <n^-t £ifi i <nh <id vitfivi 

f h T ~1. ^-C- - 

(7) ^ 0L id x f * %. V 1 n <1. 

(8) - ^ ii a ^ o 9L £_ ii r< 

-i* 

NOTE : ^ is the familiar form of ^ ^ and is colloqui¬ 

ally used in front of % 'J 'C ^ • 

b# General Statement ; ^ ^ ^ is 0 oined to a clause in the 

present or past tense form to denote that what the clause states 
is hearsay, 

c. Model Conversation ; 

' x - A Id A t t" is 7 fr. 

A, i i % 'i 4 j9 fjo 

Jl id l:i\ :k ^ b-A^ <" u? 
id A. 4 id 41 u>\ n fijkjkjb V) 

* jtf id. A t it # 

Vi'*-. 1 it- ,1. d ilfry’ 12fd„ 

d* Oral Exercise ; Coverse about some news items, such as the local 
weather, fishing, sports, and other activities or events, using 

\ i <1 . 

A fc fib ii 9 ^<id 4-1 /3t/U' A\i€Liit, 

"Long ago in Japan (the people) hardly ate meat.” 


Y. 

/ 

X. 

Y. 

s 
1 1 

X. 

Y. 


- 107 - 


























a ° Examples : 

(1) <\i 'f # i tlkx & 1 £■£ A/. 

(2) & Id 9^ UjL gfc-A✓£ d^v^-d'CAi 

(3) ^ jM \Vchfj d«r i i^f/y <"U£. 

(W $t id: ftfc//E x £ 1^ i. l£ vic L'. < ufc. 

(?) jo <n k rf 1 " Ul~i &fte±A 

b. General Statement g When lit/yK as use d with a negative verb 

form, the combination (/ifc./vy£ and the negative auxiliary verb) 
means, "hardly, M "little,” or "scarcely 0 ” However, when jjf ii- 
is combined with an affirmative verb, the combination means 
"almost," "nearly," or "about„" 

E -g- • )LC ti \ra^c v k 

Co Model Conversation s 

'*• 0 3r^3h) ii z.t # kfca k 

J. v^i. ifi \ttkyc_ $$ £jc 

fcfifc o Ir^h) 11 M3AsV*>zt mkA 

fek'fy fl\ , fro 

J* v' v*., JHA^ 5-^t) jH? 

do Oral Exercise s Ask your friend if he can do something which, you 
believe, is scarcely possible for him to do 0 


- 108 - 




















PATTERN 5 


A - fa ii lE _£_ f j •fd'. 

r, I like flowers." 

b. fa d ,t _£ 3bv <1 . 

"I dislike fish." 

a. Examples ; 

(1) fa a $ ± a <j . 

(2) I i iv# Jl it < 3 . 

(3) ii fcrf'C ^ ±j di . 

(M Jq <9 ^K-tV' li i" -f j j -f. 

rf i&i f)± i3 <1. 

(6) li 9J: I 5 ? i$ ff. 

(7) Jtvt ii ^AyD ii Mhv <±. 

(8) li ')i'Sn M> fi J*_ j£ ££ 

(9) ^ fl v’ li 'c-"^ iix ^ j k? V' i j. 

<*» fa li $ ^f< £-5 h ff) J* if, 

b. General Statement ; ^^ and ^ VA are abstract nouns and they 

cannot be used as the subject of a sentence. (They are sometimes 
knov/n as "adjectival verbs".) Also note the postposition jf)^ in 
the above Examples. 

c. Model Conversation ; 

i. b fa £ ii 4c _ijL lASAL^ 

j- ii v v 4c A AAA t'i - 

fx. tAC'd, $bv fa dr d i)\ 

j. iiv. An if. If 1A AL 

-10 9 - 


























'*• btb d it $ 1$ <_1 t\ 

0 _P 3$ <i p.' 

j- v*)i? i f$< i> 

do Oral Exercise s Converse about various drinks and foods, such as 
meats, fruits, fish, vegetables and candies, and find out what 
your friend likes or dislikeso 


ORAL DRILL NO. 2? 

. _ 

pattern. I $1 < jj g ft J)\ 

'’Can anybody see?" 

a. Examples % 

a) If < i ^ ft 

(p) If < I i ftb'n -t # bj&i /K 

(3) h <n it> i i If ft< ob jj< & i. 

<«*> fa i£ / i«f <A 

(5) y> <" b jjL'C'f:? V*. 

(6) y< b < l b)&3. 

(7) £'t?b f i> 33 

( 8 ) i" < i ft*> ii> 

(9) £lL-£A bhvh <1* 

< 10 > v>< O C 4 /Ilf. 


- 110 - 























k° General Statement ; ^ ^ attached to an interrogative pronoun 


forms the ’’selective” pronoun or adverb, "any—_ 

Model Conversation: 


'a. 

V? tc- <9 K r- 

♦ 

k 

JB. 

v ? -C 1. f i $ v\ 


A. 

it id r- /| % <" u 5 ? ^ 


, B * 

id va \j s o <" 4 16 A' !& t A> 


/ 

A. 

i iur 5 ?/k 

<£ t 

B. 

£ -h b 'C b V ^ A/ t 't. 



bhi^<n H'< u <t'b<n r i$ 

-or *. 

B. 

iL< id f»<* d?f<H 


Oral 

Exercise: Use the following ’’selective” pronouns and adverbs 

in 

your free conversation: 


%&<b, Kbb <b. 


\j 1 

O <" , V v < ^ f £ v v* <•? f 6 . 



pa iMj g| flf i- tf _£ ^ 


a. Examples ; 

(1) ^ < b ^ i- ii 

( 2 ) at f»1 i* ^ xj 

(3) # I* id JL b >odcf . 


-Ill- 
























(« #« jt$L * 

(5) a? 3 V' t is.* # p 11 AJ^f;K 


verbo 

Its subject is usually a noun and sometimes a pronoun* 

CfoS 

(i) 

if 1MM. 


(2) 

tU if Ljiti. 


(3) 

3bLt> % < ft tfl X;H„ 


(W 

f i* <1- 


(5) 

k if 5b ^ <"f. 


(6) 

f< ^ tkti. 

Co Oral Exercises Converse about what you need when vou are writing. 

reading* buying* walking* listening* studying, eating* etc. 

PATTERN 3 

/K 

"In 

Q. t -IbiUs «*rf jfcfc k. f>t # 

order to make a package* paper and string are needed." 

a* Examples? 



(i) ^ ^ K I W-f tf< j^ii 

p- *<f p*J 

( 2 > Cl 1 * fkjr !*■* 

V ^ ky < T. 

(3) ^ 'X^ZI ±h_ ]>]£ &ft 5 f f. 

cm $ pji c»^iL,) 0 ti1’ # aj*?. 

v ' 

(S) ;?>'A/<F (0 %sK t ftp & i^id If 5 l #' Vj *f. 


- 112 - 





























b. General Statement : When the purpose for which an action is taken 

is expressed as a notional subject at the beginning of a sentence, 
uses Attributive stem of a verb plus }£ 0 
Cf., ORAL BRILL NO. 2$, PATTERN 2. 


c. Model Conversation: 


'a. 7 idt k- <nv 

K if fiji-t Ay k 

.B. Id V'. fr A i* id @ 

i* fi't iK. if Wfc Ay. 

ir%- 

a. ■tfyl'Jy i'\? U-1'0 £ <" '/’f t > i»f 1°}^ 

$- fr >*)£'! i\ 

b. j:< f LX7. 

pattern U |r^K 1 ^ f I- if 'Vili' &U t 

”In order to send (mail) a letter, one need not go to the 
post office.” 


a. 


Examples: 

(i) id ^ ^ a $.5* L7K At 

- - 

v' * L 

€1* 

(2) 

%fit 

S 'S^'f fc k v 0^- b id ^ t<-Cis 

" " 

\z" As 

<"fo 

(3) 

& ¥ 

S if ff. 

(W 

$ f 

ib'd»h- if ■$- f v*A/df. 

(5) 


^ TS'd?K_ if 'Hbfiiii v^As<1- 

(6) 


ff) 

if- ^ ^ \j' ^ £j 'C i)° 


- 113 - 




























(7) 'fttL I i ti y ' A/ <1. 

(8) fft rat b \/' \ A/ £S 

be General Statement g Imperfective base of a verb or conjunctive 

base of a true adjective plus 'C \ ^ XX means ,f it 

is not necessary to do" or "it is not necessary to be 11 or "(one) 
need not do" or "be." 


Co Compare PATTERN k 9 ^ -£< ^ ^ \j^ * hs XI with the fol- 


lowing patterns? 


a) 

V'. 

"Please go." 

(2) 

ftot &ti. 

"(He) is going." or "(He) 
has gone and is there." 

(3) 

ft$ Z ith i\ 

"Shall we go?" or "Will(he) 
go?" ~ 

(W 

ft< f l si*). 

"I think (he)’ll go." 

(3) 

ft 2*1 

"(I)’ll go." or "(I) go." 

(6) 

ft 2t<L Ay. 

"(I) will not go." or 
"(I) don’t go." 

(7) 

A ' 

ft 5 t it. 

"(I) went." 

(8) 

ft-’ t i v '-A/ <i. 

"(You) may go." 

(9) 

ft*? < li V £-(£. Ay„ 

"(You) must not go." 

(10) 

^ A 6 If jh. li" fi'jlcAyo 

"(You) must go." 

(11) 

€5 ftv' Ay 11. 

”(I) want to go." 

(12) 

ftot AAA Vl $ v'. 

"See if you can go." or 
"Please go and see -." 


-11U- 













(13) 

(XU) 

(13) 

( 16 ) 

(17) 

( 18 ) 


1t<. id h 1 ) /j, "( J ) do not want to go." 


2)' n V 1" V. 

#■ * k&a. 

t b <'5. 

< o # i* <i. 
i%o< •fistj. 


•’Please don’t go.” 

”(I) can go.” 

’’They say (he) will go.” 
”(l) like to go.” 

”(l) take it (with me).” 


d. Model Conversation s 

£. k" 

A * &<3 'Mi 1- 

.b. fell ^ MtKt*. V * Ay <i. 

"a. -\)f <o 1 . LJ Lj: 7 

,B. ^ vL.utLfr irb, 4^9 id U &ilA V/ */><-?. 

*> 

A - ^ 'K ^ -i' ^\/' i- llod IviLf?/\ 

,b. ynii^i 4> >^.)3.-tksA'bs 11<XJ> 

’a. 1*f 1 UiW? i\ 

v B - 13 4> _l fc< < & y * A/ {'j o llv/vf' "fdv^. 


e. Oral Exercise : Use as many verbs as you know and apply practical 

rules of PATTERN h, ORAL TRILL NO. 27. 


- 115 - 

















ORAL DRILL NO* 28 


mz&li but ii K £ ft *> ti 

”Are you able to read a book?" 


(° f - ! hat li^vt f # kkn i'.) 

if) v/' f| <0 _k- JL < £ i’ (#-l &). 

&a_ 'i j^ikiiCAiu). 

fc/? $ % ti f jr< 


a ° Examples 

(1) 

( 2 ) 

(3) 

(W 

(5) ii i4i). 

(6) f"0Ld ;f< *± tit± 

(7) /t, tf? £>& tf #C -f if df Od d»)« 

(8) J) id J^jLl (*>). 

bo General Statement g Verbs of potential meaning may be formed by 

adding to the conditional base (£th base ) of regular verbs . 

The resulting forms act as semi-regular verbs and are intransitive . 

However, those intransitive verbs that express natural processes, 

($£>%) "to rain or snow” and fo }q ”to recover”) or that can 
n ib 4 s 

denote the potential mood in English, "to understand”) 

cannot be formed into verbs of potential meaning in Japanese„ 


co Model Conversation g 

'a. b ft t i i ft %Lv)i1 

B. bAJ-D JC< %'tohZt.Ay. 


- 116 - 


























A - -t iKf ii Ji -§- 4 

,b. Ji# tf foHtkstf, '>u ii 

A - 3*k^% i4 fc$%4i ^< JW) 4\ 

V B. ^ Jb. £< ^ ) i€Ay K i 4 t"lX). 

'a. li 3^1% ft %f>\ PKjilA 4v'<0 

yfl\ ^ 

, B * $ <" 1 1. 'f * J^*-fcV‘ < LX 4. 

d. Oral Drill : Form verbs of potential meaning from regular verbs 

that you know and compare PATTERN 1 with the following: 

tA< ^ ^ *. 

0] t *. 

g™^- 2 - bhv) i^vi-Mv'/ii 

”To do nothing but (one’s) study (too) continuously is bad 
for his health.” 

a. Examples : 

(1) jb^A^ii 43 4 

( 2 ) jbo £4_ it bh%- rf>!) uif. 

(3) i4 \£—n/ \£j[_') f) h 4 

(U) $ ii 4 if aM £-> <■ 4 if. 

(5) ^ 4 ii ^ bLk' 3^4 rf£i ?$vX&H 

b. General Statement : |^f ^ ^ has many meanings. Following a 

substantive, j£^K) means ”only (about)” or ”nothing but” and 
may be used with postpositions, but usually is not. Compare this 
with the following: 


- 117 - 
















■& & f> rr f * 

L-# UttV° 


a» 


bo 


Co Model Conversation s 

'a. foftt, it) 1 L< vM 4\ 

& li JfrQ kit f) iLHk £4") K vif* 
a- 4r fl $ rf^H -f i /> rf £> 61^ Ijf ^ 9 

, , . *< 5h 

,B. V'^it. fa I it^ D* frW^h' 1M n r ' 'Ak V'if. 
a. 0^v£t- li jy^b tf>q *v 1 /\ 

Sp. v >,t x t&tfL b V-bfifc 6 1 

do Oral Exercise g Oral drill on PATTERN 1 and 2 9 using the words 
that you have learned in Lessons 1-27 and the followings 


1 -1 

i. 


A 

?\il it 

o <r if h 

s. 

^ & 



00 

l 

ifa * 

% 

tbfa * 

V (/* 


^ h 

>2/, 

* & 

kbl 

V- 

<1 9 

/S x 



- 118 - 












1 

ORAL DRILL NO. 29 

- 1 io f) % e- bh ^ id # f) A H fr_k±£As, 

n Ths tree which is on the right-hand side may be a Japanese 
.cedar.” 

a. Examples : 

iiU to $11 

(i) bo \i &J$[ fib jjc]^ 

a £ i* a? 14 *> A. ii if jj/v. H fa kt>LU 

o) 9% a id vjg ^ j%-& jfj 

(m jU K5 h id * ju n_^Al*A/' 

<*> a£ Id ^<14 H fokjjtU 

( 6 ) £> ^ Id. id j3_v' ,H fo? dL d £ //, 

(7) /t <o .1, id »*> toKtJCk . 

( 8 > *A.i~ d A it M foiK-di. /v . 

(9) 0^ 61 > il 3" <* ^ H tfijlUt/U 

(i°) jr?<9 /v id 4d d 91> 4 Lfc . d v i ^o^Ld-t dy . 

b. General Statement s jR. d -C ky means "P erha P 3 ." 

”maybe,” "might,” ”may,” or ’’possibly,” and it can follow a 
noun, a pronoun, an adjective, or a verb (present or past tense). 

NOTE: ^'L I'J expresses more certainty on the part of the speak- 

er than ft ^ ky- 

c. Model Conversation : 

'a. bfcb id $1 ^ tfSil d\ 

b. ^ fl Iff < frijJfeJckJLjC k / . 


- 119 - 

































'a. gflfl H 

,b. ^ 4 fr? r^v' A^ 

'a. fcar* id ^ 4 rA f. t i'Mti &. 

s b. -i afr Ch t"# if £ d t fog A-l-g. A> 

'a. t#d <* ^ i "f[ V' d -f d\ 

,b* $f bv 1 If ^ dA dl d -fc A/. 

do Oral Exercise : Converse about what you or your friend might do 

in the future, using ft ft t As * 

rl$ i i v^n/ 1. dUifr, 

’’The train left the tunnel»” 

Cf.i (a) dl#- id h^fr/l/ 1 jfijLLkfc-- 
’’The train passed through the tunnel®” 

(b > AA/b fb if d: 9 f if & d i - . 

’’Smoke is coining out of a chimny.” 

a 0 Examples ; 

(1) id i* tM l Ai eM ft* e. 

( 2 ) ^ id -t # f-i* ^ t_ idf a ife. 

(3) b <r> *y% id -t af ■* #5|t f| £. i d MA 
(W AiZ3As I* Jfc *>’ Ifia t £_l* y €1. 

b« General Statement ? In the examples above *^r indicates the 
point from which an action starts. 


- 120 - 
























c. Model Conversation; 


'a. pc n li ft a% Cfp tjis'x kt±Jk A 

,b. * fj '\# Cb 1L% j_ ki, i &X 0 ^* i> 

l- ^ 3 & 1st. 

'a. £> 0 rt$& d V'* ft? jL ttlb i)\ 

b. a ty r i _£_& m fi; 

"a. Mile li V'O CA t ifc^ufe jfc. 

S B. 8^- ^ <0 A $ -t 9 |<- 4^7=7 i. jk£ifC' 

PL — - 

'a. v' o i' '$ 1 tv h <i i)\ 

ip' Pljy xt at 

b. m ^ - t> m 'A J £ <, P-ft -iP- a 

jK* Is- 'A lH 1^ 'ft') tv/v t’-f. 

d. Oral Exercise ; Ask your friend when or at what time he left his 
house and when he was graduated from various schools. 

24SSO 3d 4< &- >J J& ft il ft. 

”It (has) started to rain.” 

a. Examples ; 

■* 

(1) 1L # A 5 ft j ft ft . 

(2) A A #-* 4# ft Udk ' 

o) a All # cm Afeftiuft. 

(W /L <n hi tf $ % t 

(?) j£. d jt it # ftiut . 


- 121 - 























bo General Statement s When two verbs are compounded* the first has 
the conjunctive base* and whether the compound is transitive or 
intransitive is determined by the transitive or intransitive 
character of the first verbo 



k&X)k 

(voio), 

id 

sM 

(v.t.), 


%r>% 

(v.to), 


t hi 

(v.to) * 


did 

(Vote)* 

#- ^ 

■ 

(v.t.). 

w 1 


(Voto)* 

i v 

jit 

(v.to) 

\D ') 


(v.to). 

etCo 




Co Oral Exercise s Drill on PATTERN 3* using the verbs that you have 
leamedo 

„_ _ , 

Ay f) [ Qk 'i T M 1 1/ tf- 

f, The hat which Mr« Yamamoto is wearing (has on his head) 
~is a felt hato M 


a ° Examples g 

( 1 ) Mfe <0 ilv< &*> <*? ^ 

( 2 ) b<n k jn u %.v L t'i° 

w &J2 tlJL% 2 $r Hi d £ v Ay <1* 

(M fan Li&b ilk d ViM < 

(a 11 ii hvh<d, 

( 6 ) cK li fl infs, £ f -2 f- tv f't, 


















(?) it l rt $ tfa 


(10) <Mk3A/ tf ftftfr ft4-v ££Ki it h< vH. 

k* General Statement : The subject of an adjectival clause is never 

shown by |£ but always by either or <T) . 

c# Oral Exercise : Ask your friend when he bought what he is wearing 

now. 


ORAL DRILL NO. 30 

vs m . I fa # & i fe- fa <± 

"I dropped (it). M 

a. Examples : 

(1) fa f> %- it fa tfafafaL 

(2) fa. fa ' / k^_fa± fafafa 

o) iv f {Lk ifaCfa 

(U) i 6 v' fa_ j t. 

(3) 4 a it 

«5) & # f i M 

b. General Statement ; (°r 1 "f ) emphasizes the predi- 

cate (verb) or adjective which it follows. Compare the following 
two sentences: 


- 123 - 




























(1) 

4a #■' %i It 

h >f iLfe' 

(2) 

*A * & t 

biff- As<i. 


(More emphatic) 


Model Conversations 


A. 

in f?tv ii 

It b 


B« jU A, ¥ Hb-l 

f a. vf ic. jyW ft 4$ /K lj-y-9< 4fU. 

s b„ .5 jfx j:< fo_bJ±yi Ll~^L 

'a. ^iMA/ il I- /£» Ls<±±, 

[b. tfij 'S Ax-C-f. 

do Oral Exercise s Use or ^ ^ ^ to emphasize your 

statements in free conversation, 

___ W* 

pa™^ a. ^k d fo rn< i 4-E1 <n bn*. Lb 

,# This is neither purple paper nor green paper* n 

B ” ii 'j/< i bHt- As. 

w This is neither (too) much nor (too) little," 

a. Examples g 

(1) ik id UMoAUJlkJil hlitU 

( 2 ) 4 li -€/0^.v' <H &>L A/. 

D) iiK )i Jfe’U-fc A* 

(W & rf #4^1^ li Jl-t <" 6 4 b)*)&JL Ay, 


-X2U- 







































<*> A * li <A ibv <i h u*l_u 
(6) bk 1 i faok<h bvt-c As. 

< 7 > ^ id fc}** Ay. 

( 8 ) ^ id >v*Ik t H- < h bU^L^ 

(?) id At^K4 .tk)*K4 ton* As* 

<“) bk d ML< i 4fli<n bU*.J* 

(xi) fy-v id #^< 4) 4> bliJtJ^, 

(12) *£ *? rf ^< h bU^AL. 

(13) #, t) Alv* id &<b £t<fe but A;. 

(Dt) bo A id Jl< t Wh bv&JtAj. 

(15) j£ <D fr\Ik/ id £U 4 #*< * WUiz. 

(16) 4 l i UMA £AA 'k.'C t *-Ll 

a?) 4> 'i 1LMI&A vjdLM A Wt'LA* 

(is) bo A id _£± %A 'iJtv d *_A. 
a?) id Ad 4 

(20) ^ tlt^T t 4f3 t^jrJ ibb. 

(21) o<A <0 Jl & d 'oh dAyjaA/Oo 4 fcudcA/. 

£ <cv m -tv* 

#- h %tAA Ai 

(23) 3 $ n if ^ id £&~t> bW^Ay. 

(2U) id h -A h &£^Ay> 
































b o General Statement 


o o 


^ eoooooe Or /j* \/ i 


o o o o o 

means n ooooo neitherooooo nor. 

(1) When the predicate (verb) is a linking verb* the following 
pattern is usedg 

"a ii b c <"4 hVi-tAj (° r v* •) 

in which A is the subject* and B and C are substantives. 
(See the Examples from 1 through 10.) 

(2) When the predicate verb is modified by the conjunctive stem 
of a true adjective* the following pattern is useds 

"A )d B C b 1 t -t A/ (or fx V* 0 

in which A is the subject* and B and C are roots of true adjec¬ 
tives o (See Examples from 11 through l£.) 

(3) When the predicate (verb) is not a linking verb ( ^ ] 

$L l\J or 'C H V* ) and n0 ' t modified by the conjunctive 
stem of a true adjective* the following pattern is useds 

"A |£ B C i -_A/ «" in which A is the 

subject* and B and C are substantives. (See the Examples from 
16 through 2i*o) 

Co Model Conversation ? 

'a. #c<n <n \<* bt> <n d b 

v b. eff j-f < i b 
a. d i?f <d b- 

s b. b ii <*'f. 


-126- 













A * PL <n hfrfa i i &<$L/ <r> <1 fr. 

l B - 4 OSA MvtX'b bU^tU <n Of. 

'a. pc r> I *kvL<lti\ ^v'A X'itp. 

„ B - j> ^ ^ 

Oral E xercise ; Ask your friend if what he has in his possession 
is (either) too big or too small, is (either) too expensive or 
too cheap, or is (either) one thing or another so that he will 
have to give you answers in PATTERN 2* 


ORAL DRILL NO. 31 


PATTERK 1 bt t ll bn i. tt i_E_ 

•’Have you ever seen a Japanese dance?” 

More lit.s ”Have you had the experience of seeing 
a Japanese dance?” 


a. Examples ; 

a) 4 t i % t m < / k^t ir i MM. ‘ 

( 2 ) 4 \i -$_£ MM . 

o) 4 tf &3K b ^LtbJk t hutu 

(w 4 $4 v '&> U £- Lfc f t bWLL^ 

(5) 4 )i it 3tf f, ght MA±Ll > 

b. General Statement fa rf jfrgi) -£ $?•)$' f. 

means ”1 have had the experience of seeing a dance.” But the 
translation may be rendered more idiomatically, ”1 have (ever) 


- 127 - 



























seen a dance o f! Notice that the verb before ^ jf\ fy) 9 t H 
or ^ j)* jt> 5 & & /O is alwa ys in its abrupt past tense form 
and that ^ *) % or ^ ^ ^ ^ is 

always in the present tense forni o 


Co Model Conversation s 

'a. jbfie d t£ Mil t 

, B ' livv & id 13 i* di? A # ^ fejlH - 

>. 3 >f i Q_LsJL 

b. jU -Stf id 

tf—/!✓ Id fl//g w £ M i± . 

' A. tffv (0 id 

s b. A-v^' id JLiL 

'a. a ££*? *> £fc# / d\ 

j»- v»*~fc£!J id If- f ^ MMJj - 


do Oral Exercise s Find out what experience your friend has had* 
using PATTERN 1 


& 11 *jj C 1 1 i- tf< 111 <1 

n I intend to go to see a movie tomorrow night* n 

a ° Examples g 

a) & li ^ #L M i * ft u <f. 

(2) fl# id #3 4 ft !> <fo 

(3) $ |d l>7^yyA5 |2-4i< ft 1 . 


->128- 

































<w fa i* #ruv« i. 't? i 

p, t ^ t #y r^, 

b. General Statement ; ^ •) is treated as a noun and is followed 

by X. ^ or '($)*)&'£ -subject to conjugation. ') X ^ 

means ”(one) intends (means, hopes, or expects) to......” 

c. Model Conversation ; 

"a. krifr \i -it! l iklll 

»■ ii tv & # 4 f 1 

'a. ^ 1«f 1 -f * <1 K 

s b. a ^ & t b % i * # ■) < i . 

% iL -Irb 1 

3. t K t b x &t">) t L<* W< V 

d. Oral Exercise : Find out -what your friend intends to do tomorrow, 

Sunday, or some other time. 

PATTERN 3 A. £-V ft H !L ^ ■? h jtl £- Lxh 

”1 wanted to go to see a movie.” 

b. X^vis' -i Jt, ^ 4- izjizJZ - Az £ 1L 

(- ft ^ Ayl’ufe. ) 

”1 did not go to see a movie.” 

c. "vs-' Y I ti KaA/ JT^fc Ayff , 

(~ X V Ay £ ly 7s .) 

”(His) piano (rendition) was very good.” 


- 129 - 
































a ° Examples g 

Mb 

(D /L f) kUS'* I i liOfofrb k/<^. 

(2) 0 Id l£>Jh*Jk k/<^. 

(3>. - i# a id Cj&i fct btrtzZ. k<i. 

(It) # / j' x U t fi b o b /y<i 

(5) J id A/ # 'fC'f b< fz fr'fjL .h'lfi. 

(6) '£ ? # # £ & -fi AO. 

(7) v£."—/X ^ |D^|I. -fc. bn b 

(8) $ < Vb L b job kj <1. 

(9) #< Ifv^f -ft. ^ it Ay<"-d» 

do) la ^v 'x 'fc fs. fe. A/tH 

bo General Statement g The abrupt of familiar past tense form of all 
true adjectives, \/\ > and IX V> is found by replacing v* 

Tilth bob- 

Co Model Conversation g 

'a- £Aa -|3r5A/ <'i b- 

[ B ° ftSb±ob h^i- 

A “ t'iki (" ft< $■ f fcfc. fc bvb h<i/>\ 

O' id xj 7 Mr 

,B. II t±ojt bb<i. 

'a. id # up ob <ih. 

B. li V' . * *1 


-130- 














d. Oral Exercise; Change the following words into their respective 
abrupt tense forms and use them in your conversation. 


V' , 1q V' x Is V' v |-3 v >, V ’, v% V i s 

Jbhv, il'h v'. is l/v\ 

-£^v\ V-b\'s /Kc?V'. DJ+fcvi 

L&v\ ^[v£v. 

_ - ^ ^ 

PATTERM it g 0£ 3 io li f ^ ,* j£<_ jH 

n (l) am supposed to go to school Monday.” 

a. Examples s 

(1) #| /v 4 i* <* »j t ill' <1. 

(2) eft ti J,^5 Ay # tf 1 <1. 

(3) 1- 0 i? &. jK lA ili' <"'*• 

<w li t £< ^ fk tff <f. 

(5) /t <n % i 'K.Sv A'b Jj %ky itt -f Ki. 

b. General Statement : ^ jj'' is a noun and is followed by 

or X #>’) i ^ -subject to conjugation. means 

’’(one) is supposed to.’’ought to,” ’’should,” or ”be 

expected to.” 

c. Model Conversation ; 

'a. ^ tit, 1 $ i 1 <i i\ 

b. # Ik i- ij< <1^*? H ^5. 


- 131 - 




















^ ) i & I %% < fi\ 

b. h <n g if] $ < Ji<_ ii£ <" ? J»lk$kj<n 

&ib$ \i f' -tihi. Ztl- 
'A. t<9 \i VO fi id'f <1 P. 

,b. $IL'f 0% d < i* d fcdyb iP£ <" f. 

do Oral Exercise s Find out what your friend is supposed to do to¬ 
night, tomorrow* or some other time, 

PATTERN 5 A. # -€ t. I] V t 'ifi $ P 
"Having caught a cold* I couldn't go*" 

b» Vfr- di 

"Because of a cold* I couldn't go," 

a 0 Examples g 

( a > kJbP %oX / tfK*)KP*-L. 

"Having had a guest* I couldn't go to bed early," 

<*> da %- < 

"Because of a guest* I couldn't go to bed early," 

(a) ^ t. 1 C, fi ? < fab. 

- "Having become sick* I was resting," 

<*> 3bk,<* hi fa 

° ^ wj was sick in bed," 

(a) rfc) ^ JP* i fch $r i>\ 

" n "Because it rained* I couldn't go out," 

(b) < k h f P 

"Because of rain* I couldn't go out," 


- 132 = 
























"Because I had a business to attend to, I couldn f t study." 

w $ f < fi & £k mm. 

"Because of a business, I couldn’t study." 

r 

(a) b/wifi ^j?<< tkk lib'’ 

"Because it was too old, I couldn’t eat." 

e " [ 0») hLt !J . i tHb< f # £ » It* fc. 

"Because it was too cold, I couldn’t work." 

< -W 

-form (or noun plus ) is often used 

as an adverb of reason or cause. However, use friy after a com¬ 
plete predicate when it is necessary to indicate with precision 
the relationship between cause and effect. 


E - g - &jC 1 3 l v< % fib kkziht. 

"Because I had a cold, I couldn’t go." 


c. Model Conversation; 




(&)f *kn **£ h<1> 

kjL fi % # M fiifi* fc fib < 1 - 

\ ,K<" ii ^ a jL < ks v'. 

# dL fib fit ±l\v< Ik’s fib. ^0* 

^j< it # <\? Hi- v’ A/'T'f. 

Jb 6 v o k ^ t h. 

|4v'> & idt I'K ^ v» 


- 133 - 

















do Oral Exercise § 


Memorize the 10 Examples above and use them in 


your free conversation e 


ORAL DRILL NO. 32 

PATTERN 1 ,) v fj v $ V' 0# frb -£ #'< $// ^ 

Ifcv t }g> vHl , 

^Lincoln wished very much to pursue his studies from his 
.childhood (days). 

a ° Examples g 

fib 

u) id ^ H v fe-v't 

(2) X id #f Lz V' @ ft) % If V' fsv b 

(3) X id <n Uf t 

(W X. il A A Ldl ifv i >rjfc v' b 

(5) Ajd dX vl/^ i> fc'ifcv 

bo General Statement ! The postpositon fc- denotes what is thought 
as well as what is saido The 2nd base of a verb plus ‘/sv'fc. aL 'l 
means w one hopes or wishes tOooo.oo” 

Co Model Conversation ? 

k ‘ foUfc- id dv$< Tlo'i fib d»f ic- A/d""f A. 

, b - X id vir k. t JLvtio 

A * mH a. dX<" id tX6 15- IX s ? r> vXXfX 

> B * d •'"4h^j47 /i Vly^ (0 


-13U- 


















A * t ^^ ij. 'f) ^ i4\ ui ^a. 


B - iii 'Ha?j:< 


Or a l Exercise ; Find out what your friend hopes or wishes to do 
or to become in the future. 

AuJL 

')>!>> li A— A li- vsttk/t* t Ih-Ktm, 

a- ■+- c- jl $7 

w Lincoln was shot in the head by Booth with a pistol. » 


PATTERN 2 


Examples : 


( 1 ) bn_LA F 47 ' A. i* Ml f ^ *. jit . 

c. jl e 

( 2 ) .fe if Jo 3 A/ lj ~I 3 M Ufc . 

a- 21 e 

(3) j^Dv^/y li ib^»v7 i' 1 bAiH-i£Lfc- - 

a~ -< 5 - /L • e 

(W ']>/)> li iL<*> X\ 2 Lb-jLtLit,. 

ou a 

(5) 'Iv^v id - I<- 'fJblik£\A^ 

a- r 

(6) >)>#^ d a +H <f )k&^{'' ii J:< %b^jnt^<\yK 

*" o ^ ^ h£ >ii *■ 

(7) ») > i)'/ \£ fkkJL\' li %L i ILbriiLfc. 

ou 4~ e- 

(8) ')>!)'/ I £ A. A <i /u* *fc bhX, 40 8 & ufc. 

- - —^ e- 

eC 7- e. 

do) ii £&v g* j^C ±A liM 1 ufi'tA. 

li" fcbfafr'y fc> 

(11) >f i* fh - *U #• * fckjiboU 

b. General Statement : The passive voice is formed by placing the 

suffix iK £ to the 1st base of the regular verbs and V)Yi % 


- 135 - 


















































to the 1st base of the semi-regular and irregular verbs. 


"When the verb is in the passive voice } the direct agent of the 
act is indicated by the postposition 

The owner of the object acted upon may be omitted when under¬ 
stood from the context. It is preferable to use the postposition 
^ to denote the object directly acted upon in a passive mood 
sentence. 

Model Conversation s 

'a. A-/ftfcyK 

B. ^ C A SJL&. to 6 h 

K 

’a. £ <oAji Iv> itoC’f 

b. i4v\ t>Dii voi %JLisr ^ jbhx 

Mi 

Oral Exercise ; Converse about Lincolns 

a. Where was he bom? 

bo Was he ever employed by others? 

c. When was he elected president? 
do Who shot him? 

e. What did the people think of him? 


- 136 - 















ORAL DRILL NO* 33 

1 ^ ic - ^ u~C bbvtlii,. 

n I had my friend lend me some money.” 

a. Examples ; 

(i) 0^ |i. ^ frky tlfz,, 

< 2 > Cli* i. t *JkL< ibv'tib . 

O) bmAs 1^ %3\ 1 

(W jt£i* a^vll t £UL< 4i?y£l£ . 

^ A/ It- <<> 1 ^ V'l L-fc. 

b. General Statement ; When the verb t)^) Sy ) is used after the TE- 

form of verbs, the agent is designated prammatically by the post¬ 
position l ^ . The translation is best rendered by the con¬ 
struction ”to have (someone) do (verb).” This pattern is not 
rude but polite. 

±ki <Ktbt . 

”My friend lent me a book.” 

(«•* ^ 1 Itll "f 3 \,'iLh ) 

a. Examples ; 

(1) km As £ il <Mjdk‘ 

(2) %'Alt % t Ml <Jiikir. 

(3) QlkKf ' klsL< ittMdL 

(w iv i< i%o < 


- 137 - 














































(?) he p A ^i 

bo General. Statement s <^( £ is more familiar than ^ and 

means N to give’ 8 or 8, dOooooofor (to) me. ,f 

E.g., 

w The doctor came (for me). 11 

'A ^ ^ AL ^ U ^ 6 (familiar) 

w The dog came (to me).’ 8 

Co Model Conversations 


Ac 




<Miei 

Bo 

idv, 

¥ kt 




Ao 

jit 03 

"A id jfi. v> 


V' at u ft 

- 

Bo 

X 

JjfC 

\* k i" 0 % 

& A/ h 

> fr< 


S 

Ao 


fib I'- o 

h< ih< 

iibv- 

leie A 

Bo 

ii 


*?< “fe V' 

te 


✓ 

Ao 


^ QAVz t* fib vie it fi, 


Bo 

s 



<lM.b fc 

0 



do Oral Exercise s Converse freely by usings 

a 0 TE-form plus i) b 7 

bo TE-form plus ^ Jq 

_ A 

pc <n K d ft 1 ) fc Xfil <1. 

,8 I ? ve just borrowed this booko" 

i pCf) At ff i % id>i f-f.) 


- 138 - 
















a. Examples : 


(1) fa id ^ d?f fc . id'd*') 'Td, 

( 2 ) ^ dd-Q-g, ift*} <“d. 

(3) ^ l^ldAy i. 

{k) £ 1 aa,# id>q « 

(5) dt m» id &c ig. \$t) « 

b * --- neral Statement? /j after the abrupt past tense (affirma¬ 
tive) means "(have) just.» 

c. Model Conversation : 

a. ? •— fc id 4^ i?f <'i. 

, B * d- <nL>& id'H <'i trb, }&.<* bb^i u'n- 

a. 04/ id A* 1?J 

• - id Ay i ^ id>»i < 4 di?. d> a f # rfw <*-f. 

$Lf)K\i ?Ko i* iN till* Id ^ j d^Ay , 

"I can’t very well lend this book to others.” 

a. Examples : 

^ £ IL ^ id Ay & 

(2) ^ fs-ldl 1 ^•fclX.H-id V-H'C. Ay . 

(3) fy IJW IS- id V'j i^CAy . 

”1 can’t help but studying.” 

(W <4’) t id v^d^-A/ . 


- 139 - 



































M 1fj2 d v't’cL' . 

b« General Statement g The affirmative attributive stem (present) 

plus means "can’t very well (plus) 

(verb)„** 

The negative attributive stem (present) plus l£ V $ 

means w o o.. ocannot help buto..... oing.” 

Co Model Conversation ? 

'a- $L JLv ft 11- ift$ 

B. k't&H tb H i* $Li±d vl&LU 

a« v u* i■5- o'i 

s b. idv'v iH v $i$L'C , i irb. vuv i* tlhJL^d 

s/v jy i^t v ^ l^y » 

'a. -iif <" 4 ^ A. 

B * v^iv fib. il 

£<•> 0. 

do Oral Exercise s Converse freely* usings 

-- %K. I' li. V •$ ZjCAv > ^ 

- £v' -£ A/. 

_____ 

Z™L1 MV t |U<" f ^T*b Jr< 

M I can’t tell very well because I have not read it yet (to 
see how it is) 0 ” 


—lUo— 






















a. Examples s 


(1) A a, i> bpj < %A i£ \ 

( 2 ) ± 'fc'Sl Af ^v 1 - 

o) f| /? ^ likii. 

(W pc <n <11 t Adldd . 

(5) ^dl- i* t #v' < |L£kA‘ 

b. General Statement : The TE-form plus means ”to try to/’ 

"to try and,” or ’’(verb) to see (if, or what).” 

(Cf.: jL?X C'bAs V'0 


c. Model Conversation s 

'a. Q ijk f) 2 rf £ f)ks_£ bH'i ti'» 

s b. iiv\ ^ « iv> ^ *d <"Hi Jq 
' a. ^ u A li <"i he 

B. 5 L4 id jcci %Jc % ti < buthfib, M t>Lk. 


PATTERN 6 


tv Ui & 


pc f> A id %Pi -'ll i- id bHd iX 


”This book may not be in Taishoodoo.” 

«I don’t think Taishoodoo has this book.” 


a. Examples s 

(1) id ^ 

(2) A id t f < gv>. 

o) pc tn ic d jf s < Al. dv 1 - 


-xux- 





























(«*> id 4 & fit 

(?) I i 1 

( 6 ) bmh^\i t $3L fitk I Av> 

bo General Statement s ^v’ 3- s usec * after /j' ^ , after the con¬ 

clusive stem of a regular verb or after the imperfective stem of 
a semi-regular or irregular verb to express negative conjecture 
^probably not* 9 (or negative determination if the subject is the 
first persono) 

Cf.j l i f' id #]\ H ty\ 

”1 will not go to town tonighto n 

Co Model Conversations 


✓ 

Ao 

t yf'i/-— <" d iL ft i* 

f f' <ix'n fa. 


v' ^ X. v 9 -£"? iv. 


"a. 

^ a 14 

* 

fa. 

Bo 

s 

t.fa'i iv'. 


Oral 

Exercises Talk about the things 

i that ordinary don’t drink. 


don’t eat or don’t do 0 


P A™™ 1 jit. f) \j L> fa , 

’’This book is new, isn’t it?** 

(1) i K d -fv ' -t 

(2) f l3 Ii V' y*? %'}&*. Lj fa . 


-1U2- 






















(3) jfiL <r> iK li jbv A/ft . 

m z,4v ii izjfjn^ oxjfoq zxjv ft . 

(5) bi{- \i \ V' ft . 

bo General Statement s Notice that there is no ^y or (f) between 
the true adjective and ^ fa >J £ j£ j^jj^ and also that the 
sentence is ended with . But 

b C ft fj v' D* 6v' ft. & 

$> ft' fjv' i;^ ft. 

means, ’’There is no money, is there?” 

Co Model Conversation s 

'a. btit li V* If*fcA/<^ft. 

^b. y? 9 Cf IJ- 'Co /l k/ <"i. 

'a. a # fff L/ v' ft;) j -e h ft . 

B. )iv\ C & 9 -Ift ly V/y'C'f. 

'A. v < fc <" f 

v B. ^ p /( y <" C V'i lft> 

d. Oral Exercise s Converse freely, using £_^=> ft) ^ y£.ft/ft or 

C * ftV ft. 

;t ^ ii ^ri/v ii 

"This book is new all right. " 


PATTERN 8 
























a. Examples 


^0 id % id V Ay « 

iiK id ^ <'dd 

jt, <o ;<tL id Jh/ id Q v Ayt'd' , 

^ dd3 e,v j- ij tfiAviA^Of . 
0 AS$ i' ifertb #- 1 i WLh/^Aj . 
i^< li 


( 1 ) 

( 2 ) 

( 3 ) 

uo 

( 3 ) 

( 6 ) 


General Statements 


(^ , with a repetition of the same verb. 


adjective or quasi-adjective both before and after it, admits 
that a statement is "to be sure," "true,” or "to be true all 
righto" However, when has \/\ or negative verbs both 

before and after it, care must be exercised to take the phrase as 
affirmative. 


E.g., && jf fey $r\j &y' » 

"I have money all righto" or 
"It isn’t that I don’t have money." 

& f 4 >\ £< tv fjd tv. 

"It isn’t that I don’t want to eat fish." 


id kh'H tv Jfld fiy>. 

"It’s warm today all right." 


-iuu- 

































c* Model Conversation; 


A ° bQ fc <n @#f u v h 

B. Idv, ^TUV ' # K^hhf^k/ 

'a. A-%> #■ <" u^. 

,b. tfVx ^<j|j 4M £jt±bK ttk#Kya. 

fA. <>)<H K «)j a fcfifc.0 iMt'>y^>>A3 

^ ^§£*Lks 

,B. jljev'l 1 ^ fc V AX _f £ }?&-#&» tin 

\s'4£'£-As. 

a- li # - &v ^ i i tv i£f'<"jc 

B- v^iL. # ; H i 

d. Oral Exercise s Converse freely, using PATTERN 8. 


ORAL DRILL NO. 3k 

pattern 1 %.y pj £± h. 

"You look pale*” 

More lit.? "Your complexion looks bad." 
a. Examples s 

a) jt <n 4^ ii fa Vs ii ±2 v' X 2 <1 . 

( 2 ) a*— '-> ii <: f#Uv ln<i. 

(3) <n / k'C & ii & t: £2 £ 1 : 
(W 1a /M A s<n%^< li3riA # 


-n»3- 






























( 5 ) 


# & V a jX A <± 

(6) fy o /vi xt a ^ $h£ £ hU')tH&fo\ 

( 7 ) fa&sk a MlAj?al<A° 

(8) h<n tf £,£. f) x >><*•i 

bo General Statement s X^) XO "X 5 following the 

present or past conclusive or attributive forms of verbs and 
adjectives 9 the attributive stem of quasi-adjectives and substan¬ 
tives plus (J~) 9 express likelihood or seemingness s n to look 

as if/* M to appear to be, 1 ’ or ’’seem to be 0 ” 


Co Model Conversations 


a. hfofc)i -evhu— m j X ^Aj} 

A£j JK f. fifcviu*. i\ 

b. &'A\s^ <o 


rf< C’A/ 


'a- ilyL I- li l2 # H fz •) 

Jbfifc li 

Xh <A ^ t€ <" uo 

k B. te Itii. fch<\si'\ 


do Oral Exercise s Orally make five sentences using X 'l ^ 

or X'n fC • 


— 1U6— 






















mmj. t t tXx f ^ * n1 

n It seems as if I*ve caught a cold and have a headache.” 

a. Examples : 

(1) o k "if *KyAs i'bv<$bb JUl< «A/f 

( 2 ) <n f 'f«: fc-?v k L-tt %:if ULfa kWh') 

(3) ^ Ktv' 11 >HW i?*< :fc$ £ t 

(W ITS') I-V ;ft°? 

(5) t 

(6) *fl fl l4 ^>*U t ILit Kt^KlH 

b. General Statement ? t )(L A- & 9 followln S the present or 

past conclusive forms of verbs and adjectives, and substantives 
plus , expresses the speaker*s conjectures "It seems to me 

that.” or "apparently." 

c. Model Conversation ; 

'a. ^ c li ft ^ ^ # x <- 

b. if 

a . fam fat \ iblit if 'K^As Ji)d 

k ffJ l< -£v> &ij. 

b . 

d. Oral Exercise : Make ten sentences orally, using ^ ^ or 

t lu. 


~lU7“ 

























patorm 3 -£• ^ 'i t> I* 

♦'Please tell the maid to go to call a doctor*" 

More freelys "Please send the maid for a doctor*" 

a* Exampless 

(1) # >L £< ii 

(2) <n K hfri* M ^ MkL 

(3) jrif &y J:< £+± 2 < 

<w I'- & &>* Mj> Xi£ ^ 

(s) a^kt#- i MKfiv Jc^ vok fcvt'f. 

b* General Statement s The construction Xafter a present 
tense verb often coveys a purposive meanings "(to fix, do, try, 
arrange, or tell) so that o *.„)" 

Co Model Conversation s 

'a. j i\l <» a.* 1 AtbCUL \£it1 frh -#"f is ^ li 

l&<<b v ^ £±!2 %zS 

b. |£v\ jM/idfJiUfc. 

vy >6 j 4 ji n> ^ v' . 

S B °. \i\s\ 'hl&lfco Vob %h 

<n i£ -£. fiP?v ii. V'^/y ft. 






































A ‘ ZfalCItfb, tf -$Ll< jtJfe'C 

£n ^ l< id 2 o 

, B - tfv\ d'U^i>)£L£. 

^° Oral Exercise s Assume that you can't go home tonight for some 
reason. You ask your friend to tell your wife or maids 

(1) not to prepare supper for you; 

(2) not to leave the door open; 

(3) to write a letter to Mr* Yamamoto; 

(U) to take medicines* etc. 

±±!2 W L* f) 1 C in \' 

"Please have the maid to tell a doctor to come immediately." 
a. Examples % 

(X) 1^ ^ ijLtAyh , 

( 2 ) ^ ^±€± 1 ^ 

(3) j£.y H. ^ t Hj2JC 

(W f A/fc ^ fit?. #A ic- 13 l'. 

(5) tf’—^ £ <pj°C£< 'A 

(6) IC. ^Av'** 1 &IS. lZl£<d VA 

££72° *3 

(7) yfut ^ / iJAy ^ fc UV'A/ -rt. 

(8) v ^ i jfew.fi jtjy£ A1 iSehi » 

(?) ^6vo ^I to*t 'fb** 

|£j~ id vSjjLkj' 

































(iQ) >) ^ 


bo General Statement s The causative is formed by adding the auxilia¬ 
ry verb ^ £ to the imperfective stem of the regular verbs and 

to the imperfective s tern of the semi-regular and irregular 
verbs o The resulting forms in and are treated as 

semi-regular verbs* The Japanese nouns that appear in English 
translation as the objects of the verb "cause," "have," "make," 
or "let" are followed by the particle • 

Co Model Conversation g 

'a. Aj. £ "fcfral. fr irt Ah 

„ B “ liv', 

->3 / il -g. ? I vi <i f *) t- 

' l[ B * )4 V'. 

do Oral Exercise ? Ask your friend to cause you tos 

a. write Japanese ; 
bo read his book; 

Co open the windows; 
do wash his clothes; 
e. bring his brief case, etc» 

pattern 5 In V' is 3 h 4* f <^-k> X'l t<r>hk 

Vi. 

"Please ask (them) so that the doctor will come immediately 
upon his returno" 


- 150 - 














a. Examples t 


^ i? 4* h o fc- h ' *4 fc-b £ As(x). 

n If I had money, I would not work * 0 

( 2 ) tn \A^h v* <" ir) (to. 

"What should I do?” 

< 3 > i * Hf>As £h 

t f When I asked mv teacher 9 he said that he didn’t know*” 

(U) b<n ik&b , it <n % t *o < "fa v\ 

"When ( Should or If) that cat comefs) » please give this 
fish*" 

'ML >iJf< 

"You had better go to bed early tonight*" 

b* General Statement ! p? (or £19 ) is the conditional stem of 

(past tense auxiliary) • The J 9 or I 9 form is formed 
by substituting ^ (or ^ ) of TE-form with ■£, <9 (° r £ *?)• 

The £19 (or >9 ) form meansi 

(1) conditional or subjunctive "if" as in Examples (1); 

(2) "should" as in Example (2)j 

(3) "when" as in Example (3). 

c* Model Conversation 1 

'a. 0 id & # < i mi £1 i\ 

B. ^ A-v ifa M $22 b 

X 

' a . jf $22. h b £b v 1 

b . If (?£<!'oil 

K <"h» 
























*>&i iAs& 


A. 

^ b . fo 1 ) Ft'n \sfr\s vob b\i^<r> #.<” 

•£. b . ic-^ v'<’UJf 

d. Oral Exercise ? Ask your friend what he would do: 

(1) if he had a great deal of money; 

(2) if he had no hands; 

(3) if it should rain tomorrow; 

(U) if he should catch a cold, etc# 

__ 

mm-k fr t| i a.v< v». 

’’Please have (her) prepare a lot of hot w a ter (for future 
use) 

a. Examples : 

(1) pL<n 1 o<L(oX- 1- ll vi t»< 

(2) Pt 0 if'out f.v'C 'fcv. 

( 3 ) i. %*< il Ikl- * 

(W /t w fyf 1c? v. 

(5) -t UrC fvl 

bi General Statement : > following the TE-forms of verbs, 

means, (1) ’’for the time being,” ”temporarily,” but in antici¬ 
pation of future use, need, or reference a s in the Examples (1), 
(2), and (3)> and (2) ’’just to le a ve alone,” as in the Examples 
(U) and (5) * 


- 152 - 





















c. Model Conversation? 


'a. pcm \-y id t"s fv< 

v. $ # 5t,l£.v'i-f ^ /fsV'vh <o'f is AJd! liv'd 

■f3v*. 

A. # fiv' X 2 } /J* 1[o< 

1 |*.%B. liv t)i< 13 V\ 

d. Oral Exercise ; Converse freely using PATTERN 6. 


Remember the following idioms: 


(1) 


1 $l< 

(2) 

I'y'n ¥lh 

(3) 

te* 

# & 

(U) 

Kif- f id fiv> 

(5) 


¥ 

(6) 

<n £ ¥ v' £. \/K 

(7) 

hi 

<1 

(8) 

tifrlWAl i'ttlbZv 

(9) 

lUi 

^flb 




ORAL DRILL NO. 3£ 

PATTERM 1 ^ Q id d? lt dd 

M Are you going out today?” 

a. Examples : 

(X) id IrkjL 1 JbkUQ. Id 

( 2 ) ^ &t id tfp r Mi <i 

(3) ¥ id J*'. 


- 153 - 



















;« dt if K 

> '1 #£ 

b« General Statement s plus the conjunctive stem of a verb 

plus ^ 9 or plus a noun plus is a way of making 

the verb or the phrase honorific, 

Co Model Conversation s 

'a. ii <i>. 

*■ iiv'. t'Yffo 

'A. fjftYii; A £ £ ;K <Y J)\ 

B. V ^ =b <"f 

'a. ^0 id — fl't 

b. idw -Htjjff. 

•♦Did you meet Mr, Kaneko?" 
a. Examples s 

a) i l til a. j? £<V tMiji b\ 

(2) ^A/ Ij <01 fA jfe til yiM. 

o) <0 #f Ufl ii j? ifcfr ia fi\ 

(W £ Jzt^J 

<s t £ i*- win k 


-i&- 

















( 6 ) bm X-v # t 


b» General Statement : ^ plus the conjunctive stem of a verb 

plus |S- fi £ or an honorific noun plus g £ is a way of making 
the verb or the phrase honorific. 

c. Model Conversation : 

' A - b & fc- ii <' i s- fi 1 ) fc jK 

b . -> D 3" <" 'juifliL f>. 

'a. h" - <" r- jK 

B. £- v b u -T fcbv&Lfc. 

'a. is- fiofe. #-^ ^ 'J <"-f K 

b. i Up $£■ v' i -C Ay. 

'a. aii u't j? &v i> Mtl 

patteen 3 L. £ #b i3V . 

"Please wait a minute." 


Examples: 


a) 

t'br 


(2) 

t p ** 


(3) 

i* P t* 


(U) 

k* P t" 

1? ^ V'. 


- 155 - 



























(5) £ n 'f- v '° 


b. General Statement ; ^ plus the conjunctive stem of a verb 

plus ^ \/ i [y or 3 V' is also honorific. 

c. Model Conversation ; 

'a. ffcfzv tZb'C £n*t &.M v > ‘ 

s b. Jo 1 ) f£n 

JC 

'A. i li <£ v 5'« U <" i":?" v i j i>\ £ n T jo 
v» 

vB. i£ v\ h *1 ^ t b £3\' & -f. 
i- -^v' $ 

’’Pm sorry I made you wait for a long time.” 

2. j^'sks £> C^ £ v 'fc^LA, 

”I’m sorry I interrupted you very much.” 

a. Examples ; 

a) tit a ii fcf h v' . 

(2) I- fttK i vZLtLjL . 

O) &ff ■) yfclitft.. . 

(W $L $ ii ID vkLtLfz. . 

(5) i> ^ i?'i v' f'f i? V'L i v» fc. U 


-156- 



























b. General Statement ; ^ plus the conjunctive stem of a verb 

plus 9 or noun plus is a way of making the verb 

or the phrase very humble* 

c. Model Conversation ; 

A' 

'a. ft n Pfl bKb r- Akn V'fciaut. A ii 

li- 

b. idv. bn t th A'&\ vjz±tL± A li J-Asfz 

& V' fcbil/fc , 

< 

do Oral Exercise ; First memorize the following words or phrases and 

converse freely using the above PATTERNS 1-b: 

£ v > 

4^6. Ah, Aixh* 'fujt'f%, 

jp ih I- S v'i 
!#? A. A/'J<K fi<, i'ftl'- 

•f 4. 

patterm 5 A ■A.'lL Li_ £ A'L & ji\ 

’’Are you going to call on your friend or someone?” 
a. Examples ; 


(1) 

3-te- <"*s 

< 77 ^ 

(2) 

iv ^ 

<"4 

Li- 

(3) 

<" 4 > 

% * 

<. £ U jr 5 ?. 

(U) 



^ \ i ujri- 


-157- 



















(5)’ 

b. General Statement s k means ’’••••or some (one,.thing)” 

indicating one does not care much one way or the other. 

Co Model Conversation s 

4? 

j3„ tj.'Cifo, tit ^tvy 

"a. id v’^ A^L'C'f i'bs \ tf'iHb v» v <T 

LI), 

B. <k_ dud K 

'a. idv'. i K ifrkut x) 0 

v. ddldUd. 

PA ™ 6 i^! *'n %ol*bi i* U 4*1/ M A> <* 

-f 5 V'. 

”0h, cornel Please stay a little longer (and then go) with¬ 
out saying so." 

a. Examples g 

(1) £ id ^ id)0 1I* 5M tS. 

( 2 ) $ 4 1( >b f" ic. Dfr'JiLV. 

O) id *l| *> fr).4 -fcdV 

(It) l9 id f i H 1. /UilUfS 

(« A A. il A /Cb WoHju & btL<& H 


-158- 

















k* General Statement ; The imperfective stem of verbs plus ^ or^'f^ 
is a negative form "without" used at the end of clauses that are 
not the last in a sentence. It can be replaced by v \ with¬ 
out changing the meaning. 


E.g., (a) r) t ot f ^ 


c. 


Model Conversationj 


fA. 


B. 

N 


j% *} t ic) it, 

IK ibh ibiM fMc i #'J iufc. 

fikd vtficAyfL^^ 


"a. <"-f ^ i«f *> 4:^1 ^vfi miMKti' 

fcb&\' <LX). 

„ B - Is A' U- b 4^ ^ ftvl’ t jfcfLfr&tofrb 'falft- 
Uhh. 


- TT ™ 7 !• ifi' #&k * >)t€U 

"Because the letter has not come yet, I can’t tell.” 

2- L<n %.hVi I i bkAl 4? 

"Because this pencil is very short, I can’t write.” 


3 . fa \i QkM * < am #- #*h»' <1» 

"Because I am poor in Japanese, I don’t like to speak." 

a. Examples : 

(X) fl'Eflvft# 

( 2 ) 4 a ii c, lteio<. 

v i Ay o 


-159- 
























(3) i rf bhi*)h^ *L< Vkiftki'dfL 

S-Jt-kj* , *V ^ 

(U) ^ ii fc> 0 £•) oS. 7^1 t ft ? &*> 

(5) & li fiU i$_f£OjC Xl 'f’f-JL'-’£■> 

bo General Statements after the complete predicate verb or 

adjective or the attributive stem of quasi-adjectives means 
"because o" 


Co Model Conversation : 

1. ajL t* c. ^ -\ j? 1; i' 'I <"f fr. 

®. v ^, C fj-> & » jft »j c 

#f & V' if. 

1. ffr Of K forf vi, [stub Qf 'ii^ 

1 bfci'fa V' fc- LiLJT^. 

,b. t" f t* WlAsIZ fc< & & 'C'f5 v'. 

do Oral Exercise ; Converse freely, using (T) X' "because" in your 
sentences« 


ORAL DRILL NOo 36 

- f vl >- 

£43Sli % £ li X. <h) zbi*'n w&vt f. 

"An upper berth will do." 

'More lit.: ,f Even if a berth is a top one, it’s all right." 
a. Examples : 

'*<7 

a) a 4 


-160- 





















( 2 ) <i *$'?< 

( 3 ) >L <A 

<w $lfL <LA o 

4. <n A £A 'fc'tii. 

b. General Statement ; ^ ^ singles out a thing or fact for con¬ 
siderations "eveno' 1 Compare PATTERN 1 with the following: 

(1) -9 if 4 Lti* 

n I study all the time (any time)." 

(2) <’ j "ft ^ ii. 

* "I eat anythingo n 

(3) ii. £ t> fooX&H' 

n Anybody knowso” 

<w 

’’Any place has (it) on sale. 11 

(?) *jL < i >$p <" i t \j\, 

,f (l) am neither a teacher nor a student, n 

(6) g?—• ,\s_ <4 (D^hiLx'n. 

w Let*s have beer or somethingo u 


c. Model Conversation s 

'A. 1^3 A> |4 

JS. V ' i *- x 4^4 

"a. {n<1 t HA d fo# £ ALA IV. -91- 


-161- 

















B. *hCt> ii *ihC I i foU^AsjKA^^S)i± 

K if 

'a. if v' x 4'3 v (Q <*U) 'f?- 5 ? < 1 . 

B. 

k 

do Oral Exercise s Compare above pattern with the following patterns 


(1) 

V' k t V' ^ Ay<"i. 

”You may eat now." 

(2) 

ft f fi< ii. V' 

”You need not go.” 

(3) 

/!' M f i v"v /Off. 

“Small ones will do.” 

PATTERN 2 

1£f 



”It is all righto” 



a. Examples g 

(1) b 1 t '2 (fo^'lvO f. 

(2) ip Jll C^V') fyfe.vt't. 

(3) ^ JLil C^O 

<u &J2 

bo General Statement s Before 'fil'PjL the conjunctive 

(adverbial) stem of a true adjective is idiomatically changed from 
^ ending to *) ending. Note the phonetic changes in the 
above examples. 


-162” 
















Model Conversation: 


/ /N< 

A- %& <4 m tb XL) G£v) ^ i.V'4 f 

,b. i4v\ 4of' UPS-v'-H. 

"a. $Jf.L (0 |L li Jo-? o(. Jbo’v) UPS-v'iff 4\ f o 


x b. 

'frVo (fr^v) Wp$L 

V'4f 


Oral Exercise: 

Orally change the following predicate adjectives 

to PATTERN 2: 





if w 

& VV 

^V'. 

tv 3 v' 

/Jsf VX - 

4iv\ 

-ft, v\ 

4H v\ 

A ,& V " , 

\%C v', 

V', 

*vs 

& tv'. 


*>3 U VK 

t'n\,\ 

lv>« 

J£v 

§§v\ 

¥ V'. 

bH'^K 

d*U\ 

Jr?'’v\ 

Cvv 

bi s H>\/\ 

v'. 

4f U v\ 

IvV 

&vv 

^ V' V 


#r i/w. 


-163- 






ORAL DRILL NO. 37 
-- nr 

»»Listen 5 I am going to put the fee in." 

a ° Examples % 

(1) fafrM'b fa % l wiiL. 

(2) o t hVidfib, <1 9t. 

(3) 1 ? | v' 1 % ii tb . jfc'A/i*< tv i*ii ftSULL 

(W 'Ht l4 1 \ifa n 3L^Ltu< 'fa V'_£. 

(3) JL jK r£ Ay "^C v' i? ^ V' £ "f £_► 

(6) ;|- r- £<. i4 v' it £ -t fa fa 

bo General Statement s is an emphatic postposition used to 

call the attention of the person addressed. 

Co Model Conversation % 

-£■ ^ 8 pl<d i\L li vtistui 

ft* a* 

£<?A/ liv’. ‘tihK* d vbtJLfaZ. 

do Oral Exercise s Use PATTERN 1 and memorize the following idiomatic 
expressions? 

a) O kUbfc . 

(2) i? It 4 <■’ 

(3) % % f 


- 16 U- 











(M 

£'H" 


00 

(#) 

»*). 

(6) 

iff ^ 1/ < £ „ 


(7) 

- \i - f) 


(8) 



(9) 

*>< 

b m i <■?. 


(10) 




ORAL DRILL NO. 38 

assu jJtMuJtK*) £J: ii-k*-(1. 

•’Hanako, the third child, is the eldest daughter.” 

a. Examples ; 

(1) &JlL3kJf) iU^A/ 1 j j<4. 

(2) ££JL3Ayfl N f "\$kj <4. 

(3) ffjLL43£/fl ' W/v id h KvfkXI. 

<« ^MkJk^Ldl i lifasht) % < 1. 

(« id $L<*< 

b. General Statement : Although a noun-followed by (f) forms a 

quasi-adjective, it should be noted that some quasi-adjectives 
indicate nouns in apposition when translated into English. 


- 165 - 





















Co Mode1 C on vers ation % 


'A. hftiLo y?v f) %J[5hd 

s b . lilZr <n % vt^. 

'a. 'nfo'CxZfJoVi.fe* ^T^/vii i&tiir. 

^B. ^cO^T I i 1^1 Ay if) Vt.l' <0 fyJrJ^Ay 'CI, 

do Oral Exercise i Ask your friend about his family, using the above 
PATTERN and the following words? 

Mv^Aa b'kjSAj* 

-Mx 

H-' JC>) 

<:<T^ y?x *~\ %h£\ 

fc<3/U £ CV^Aa ^i^sAa vtixi'v', 
X?v\ Dv Mh ^ vfiK 

ORAL DRILL NOo 39 

PATTERN! -fwV'A/ Z,h<! &< Mj '1 b K & 1*1 . 

^Because (it) was very crowded, I was unable to sit." 

a 0 Examples g 

a) jit <n *•$ v' id JoA/£ 0 ^ 

iz£ . 

( 2 ) it 0 I- id £ <H 

















(3) fa l> I & b M>Lki f%bfa& 1 LiJ. 
(W j>Lh. 

(5) <& if fi<< iiM €k ittK fr v'. 

( 6 ) fa'faif b fjLt v'. 

(?) ^i3 d jfo'Sn^ thhfa ^fa') 

£ s 'faj t 

(8) 6<< ii v ItH) 'ibk&v. 

(?) 13 li -A<"id 'f * fc^47?h_ £v’» 
d°) $Lf) Ifa id fa * bVbh &\,' . 

t>o General Statement ; Verbs of potential meaning may be formed by 
adding ^ to the imperfective stem of regular verbs and bjffafo 
to the imperfective stem of semi-regular and irregular verbs. 

The resulting verbs in Jfa or bA act as semi-regular verl>s 
and are often considered as intransitive. This form is often 
used to express negative potential ideas as in Examples 1 and 3- 
10. Compare the following potential verbsg 

(1) fa \i fat It, IS tfak * 

< 2 > fad fa £ 

(3) ft 0 fa Id It t kh. 

c. Model Conversation : 

'a. a fli Id hfail hfa< 
b. ijv'« 


- 167 - 


















a. foov $5 I i h ^ 

^ if h- £ t jb ^ v' ic li ns d v£Ja & 

do Oral Exercise g First review ORAL DRILL NOSo 28 and 32 o Then ask 
your friend what he can or cannot do when the weather is either 
bad or good, using PATTERN 1, ORAL DRILL NO. 39° 

gj fa 

,S I went to the streetcar 
a ° Examples ? 

a) %i< fa ?) ji £ ^ 

(2) jfafad vk* *>jL^ 

(3) J* teks\i ^ iky n tur\ tfo < j&tf. 

(w faf) tlbf\ ik< l3v. 

(5) X;Xc?Ay f) ILb. V/'» 

(6) jb^ 

bo General Statement s In colloquial Japanese s they do not say "go 
to the streetcar/* "come to me/ f "go to the desk/ 1 or "go to 
him 5 " but they say "go to the place of the ear/* etc* » 

Co Model Conversation s 

'a. J,n^3 Ay li t"C 'X tiyfy jK 

b, bii- idlAM 


- 168 - 




























A. 

%>)<i 


B. 

N 

i' hMi*' 

A. 

idv, bfa 

ifj 

4? Wh^&otb. -f<" i* # <n 


itb 'k V' ^ txoAst' ic? v\ 

B. 

\ 

id v', o 

Oral Exercise: Tell your friend to so or come to: 

a) 

your car 


(2) 

you 


(3) 

the airplane 


(W 

the chair 


(5) 

Mr. Smith. 


Memorize the following words, phrases and sentences: 

a) 


(2) 

#*9 


(3) 

U 1 £h< 


(W 



(5) 

4 

(6) 



(7) 

tl a^v f/ 


(8) 




Then converse freely, using above two PATTERNS. 


- 169 - 








ORAL DRILL NOo UO 
--— \%j) s 

oK ii l\-f) t- IX fa ^ rf 

&%■<* z'Jvt-ifa, t^v^ue. 

’’The store clerk brought out another one and while showing 
.it to me, he said, ’How about this?’” 

a.o Examples : 

(X) J:< 

( 2 ) &Aj* r/iA/1 'fc't&Fb teui'f. 

o) <£ v' id H ftK> fa^- i'fc' 

#<*< -tv' ft fc 

(W =? 1 & m \i 

"C'^O 

(5) Ldk3A^nt 3fe u w<&H. 

bo General Statement ? Following the conjunctive stem of a verb, 

/3[ if k? expresses the notion ”while,” denoting two simultane¬ 
ous actions by the same person« 


Co Model Conversations 


fA. jbHH rf i- KlH *K 


B. 



&ii ^ i- Mii- i. 

4rv< 

: o « ^„ fa\i^ C If <$£<&*> L v# 1 . 


Li* 'fR fa 

n< ^i-4 k 

A-v#' -t 


- 170 - 


Y : A 


»; - <k 
























d. Oral Exercise : Tell your friend what you can do with your mouth 

while you use your eyes or ears. 

Memorize the following colloquial expressions: 


(1) 


(2) 

b 

fc 

(3) 

% '%< K Hi* 

a*) 

Hl- 

7 fL t 

( 5 ) 

#) V> l-< 

(6) 

— 

-1 

(7) 

— i — a 

\F 

i 

i 

(8) 

F ii- 

* m'j 

(9) 

% i ift'i f 




- 171 - 


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